Aug 2026· Scientific Journal of Polonia University· Vol 76, pp. 19-28· 0 citations· 4 references
TL;DR
It is argued that professional readiness should be interpreted as an integrative personal and professional construct that combines professional knowledge, technological competencies, value orientations, reflective abilities, innovation capacity, and readiness for continuous self-development in rapidly changing technological environments.
Abstract
The article addresses the problem of professional readiness of future IT specialists within the context of digital transformation, lifelong education, and contemporary educational paradigms. The relevance of the study is determined by the growing demands of the digital economy for professionals capable of adapting to rapid technological changes, engaging in continuous professional development, and effectively operating in innovation-driven environments. The aim of the article is to conceptualize the phenomenon of professional readiness of future IT specialists within the lifelong education system, substantiate its theoretical and methodological foundations, and identify its structural components in the context of Education 5.0 and the digital transformation of society. The study is based on a comprehensive theoretical analysis employing methods of scientific literature review, synthesis, comparison, systematization, and conceptual generalization. The methodological framework integrates system, competency-based, activity-oriented, personality-oriented, axiological, and synergetic approaches, which provide a holistic understanding of professional readiness as a multidimensional phenomenon. The findings suggest that professional readiness should be interpreted as an integrative personal and professional construct that combines professional knowledge, technological competencies, value orientations, reflective abilities, innovation capacity, and readiness for continuous self-development. A structural model of professional readiness is substantiated, comprising motivational and value, cognitive, operational and technological, personal and reflective, and innovation and self-educational components. It is argued that the interaction of these components ensures professional adaptability, mobility, innovation, and sustainable professional growth in rapidly changing technological environments. The scientific contribution of the study lies in clarifying the conceptual essence of professional readiness of future IT specialists, substantiating its structural organization, and identifying methodological foundations for further research within the lifelong education paradigm.
Introduction and purpose. The digital transformation of the labour market requires digital competence from future vocational education and training (VET) specialists, whereas the pedagogical practice of preparing such specialists mostly relies on separate technological solutions without an integral didactic instrumentarium that would combine them into a system. The purpose of the article is to substantiate an original structural-functional model of building the digital competence of future VET specialists, to define the principles of its construction, the pedagogical conditions of its implementation, and the criteria for diagnosing the outcome.
Brief description of the main findings. On the basis of an analysis of 24 sources, a three-level structure of the digital competence of a VET specialist is clarified - transversal, professional-pedagogical, and occupation-specific levels – and six principles of model construction are formulated: didactic priority, functional correspondence, cyclical feedback, differentiation by occupational specificity, risk preventiveness, and contextual adaptability. A structural-functional model is proposed with five interrelated components – target, content, technological, organisational-methodological, and diagnostic; six pedagogical conditions for its implementation in Ukrainian VET institutions and four criteria of digital-competence formation with level-based indicators are defined.
Summary. The proposed model shifts the emphasis from a list of separate technologies to the didactic mechanism of their integration, in which the digital-didactic competence of the teacher is the system-forming variable. The model is conceptual in status and requires further empirical validation against indicators of graduates’ professional performance.
I. Hevko, Mykhailo Myndrul· Journal of Education, Health...· 0 citations
The transformation of the modern education system in the context of digitalization necessitates
the need for teachers with a high level of adaptability and professional resilience. The relevance of this study stems
from the need to find tools for assessing the professional readiness of pre-service teachers in a digital educational
environment. The aim of this article is to provide a scientific justification for approaches to assessing the professional
resilience of pre-service teachers and to verify methods for interpreting the data obtained.
This article explores the theoretical and methodological foundations for developing professional resilience
as an integrative personality trait. The study’s scientific significance lies in its systematization of approaches to
defining the term “professional resilience in teachers” by various scholars. The research methodology is based on
an integrated approach combining a systematic literature review, diagnostic methods, and pedagogical modeling.
The main result of the study is the development of a diagnostic framework that includes cognitive, motivationalvalue, and operational-technological criteria. The study identified the levels of students’ professional resilience and
offered the author’s interpretations of the diagnostic results.
The research’s scientific novelty lies in the theoretical substantiation of the concept of “teacher professional
resilience” as it applies to the digital educational environment and the development of a criteria-based and diagnostic
research framework that enables a comprehensive assessment of pre-service teachers’ readiness for the digital
educational environment. The practical significance of the research results lies in the potential application of the
proposed tools in university practice to adjust educational trajectories and predict the professional resilience of
pre-service teachers.
A. Musraunova, A. Algozhina, L. Tolegenkyzy· psychology and Cognitive Sci...· 0 citations
Digitalization process, which is rapidly accelerating, is deeply penetrating in all spheres of social life. In this context, technological modernization represents one of the key priorities of contemporary society. The origins of this issue should be searched through the higher education system, where human capital serves as the determining factor in the formation of digital competencies. This determines the digitalization processes particular importance in the educational sphere. The article analyzes the theoretical foundations of the educational process digitalization and examines key contemporary approaches to this problem. The definitions related to the direction digitalization and interpretations of this concept in both domestic and foreign scientific circles are classified. The author considers digitalization as one of the main factors of adaptation and educational systems transformation in accordance with global standards, emphasizing that identifying effective directions of digital transformation plays a crucial role in improving the higher education system. Analyzing innovative models, the author explores the substantive, methodological, and social aspects of implementing digital technologies in the educational process. It is confirmed that the successful implementation of digitalization in education depends not only on technical infrastructure but also on scientifically grounded strategies, pedagogical approaches, systemic support of educational policy. In this context, digital programs implemented in Kazakhstan are examined, emphasizing the importance of adopting best international practices while taking national characteristics into account. Based on a comparative analysis of international and national experience, patterns, specific features, and key directions of the digitalization of the domestic education system are identified.
Karlygash Kalybekkyzy, G. Tulekova· 3i: intellect, idea, innovat...· 0 citations
The article is devoted to a theoretical study of the peculiarities of psychological readiness for professional self-determination in the context of the evolving digital era. This topic responds to an urgent demand of modern transmarginal society, which is increasingly absorbed by war and the need for rapid response during professional development. The aim of the study is to design the author's dynamic-hierarchical structure of professional self-determination, reflecting the process through which psychological readiness for professional self-determination is formed. As a theoretical method, bibliometric analysis was applied during the selection of scientific sources. The generalization of the studied concepts and the identification of previously unaddressed issues were carried out using a categorical and conceptual framework, information synthesis, comparative analysis, and abstraction. To develop the author's concepts described in the work, content analysis, system-structural, and matrix construction methods were employed. As a result of this study, a comparative analysis of different types of self-determination–namely personal, life, social, and professional – was conducted. It was established that professional self-determination results from the constructive and sequential formation of complex levels within a four-level dynamic-hierarchical matrix of self-determination. Preceding its final stage is the activity-level complex, where the formation of readiness for professional self-determination occurs. An refined list of components required for the successful development of psychological readiness for professional self-determination is provided. Furthermore, a conceptual-differential analysis of the consequences of digitalization was investigated and described, accompanied by concisely formulated strategies to overcome them in order to foster psychological readiness for professional self-determination. Prospects for further research lie in shifting the scope of this study into the empirical domain, focusing on the differential genesis of psychological readiness for professional self-determination across various age groups under digital culture and new economic development models burdened by the Russo-Ukrainian War.
O. Posatskyi, Victoria Bedan, R.R. Sarzhynskyi· Academic Visions· 0 citations
Digital transformation in higher education sharpens demand for the systemic design of university information and educational environments (IEEs). These environments must support personalized learning. They also sustain digital competencies and academic sustainability under hybrid-format conditions, where the quality of educational outcomes depends on how consistently the institutional digital architecture is arranged. The study centers on the development of a conceptual and methodological model of an IEE for a modern university. Its impact on the quality of educational outcomes is assessed through systemic-structural analysis and pedagogical modeling. The empirical base adds a survey of 1,240 students and 86 faculty members at five Russian universities, a case study of digital platforms, plus correlation and factor analysis. Four complementary components of the IEE are identified: technological, content- methodological, communication-network, and organizational-managerial. It has been established that the balance of components and the level of digital maturity of the teaching staff are significant predictors of students' academic performance and professional readiness. A diagnostic toolkit and optimization matrix for the information and educational system (IES) have been developed, enabling the transition from fragmented digitalization to the architecture of a holistic educational ecosystem. The research results can be used to formulate digital transformation strategies for universities, moderate accreditation procedures, and develop faculty development programs.
A. S. Yusupova, Zareta Shaayevna Abubakarova· ACCOUNTING AND CONTROL· 0 citations
Ubiquitous digitalization is one of the key global trends shaping the transformation of modern pedagogical reality. The digital educational environment is fundamentally changing the content, forms, and methods of teaching, leading to a rethinking of the professional role of educators and increased demands on their metacompetence profile. The relevance of this study stems from the need to prepare educators capable of functioning effectively in a highly technological environment, characterized by uncertainty and continuous change. The purpose of this article is to analyze the impact of the digital educational environment on the development of future teachers' metacompetence and to identify the pedagogical conditions that facilitate its development. The methodological framework is based on the principles of competency-based and activity-based approaches, as well as an analysis of modern digital educational practices. The study utilizes theoretical analysis, a comparative pedagogical review, questionnaires, and elements of pedagogical modeling. The findings demonstrate that the digital educational environment facilitates the development of key components of metacompetence: reflexivity, critical thinking, digital agility, self-organization, and metacognition. Pedagogical conditions that enhance this process were identified: the integration of digital tools into educational trajectories, the creation of self-education situations, project-based activities, digital collaboration, and continuous feedback. The practical significance of the study lies in the possibility of using the proposed model for developing metacompetence in the design of educational programs, modules, and digital educational environments at universities.
A. Makulova, N. Zhiyenbayeva, G. Abildayeva· 3i: intellect, idea, innovat...· 0 citations
