THEORETICAL FOUNDATIONS FOR IMPLEMENTING MODERN MODELS OF PROFESSIONAL TRAINING FOR FUTURE IT SPECIALISTS

Authors

DOI:

https://doi.org/10.35433/pedagogy.4(123).2025.9

Keywords:

competency-based approach, dual education, project-based learning, TPACK, agile pedagogy, qualification gap, digital competencies

Abstract

The article presents a systematic theoretical analysis, classification, and comparative characterization of contemporary global and national pedagogical models of professional training for IT specialists, based on identifying vectors of their integration and digitalization amid the growing qualification gap. The study of these models is critically important for ensuring that graduates’ professional training aligns with current industry requirements.

A multi-level classification of IT training models is substantiated, highlighting the paradigmatic foundations of competency-based learning, the operational effectiveness of project-based learning, and the TPACK framework. The organizational-integrative model of Work-Integrated Learning (WIL)/Dual Education is analyzed in the context of addressing Ukraine’s workforce needs. It is demonstrated that the optimal pathway for professional training is the transition to the hybrid Agile CBE (Agile Competency-Based Education) model, which combines the flexibility of iterative methodologies with a strong focus on skill mastery.

A structured classification of models based on paradigmatic, operational, and integrative approaches is provided. The necessity of integrating Agile principles into a Competency-Based Learning environment for the effective development of transversal (soft) skills is substantiated. For the first time, the role of universal IT toolsets as a key platform for the successful implementation of dual education within Ukraine’s vocational education system is examined in detail.

The results may be used by higher education institutions to enhance curricula, develop synergistic educational programs aligned with the needs of the IT industry, and implement standardized, transparent mechanisms for assessing competencies.

Published

2025-12-29

Issue

No. 4(123) (2025): Zhytomyr Ivan Franko State University Journal. Pedagogical Sciences

Section

TERTIARY EDUCATION

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors published in this journal agree to the following terms:

a) The authors reserve the right to author their work and grant the journal the right to first publish this work under the Creative Commons Attribution License, which allows others to freely distribute the published work with a mandatory link to the authors of the original work and the first publication of the work therein magazine.

b) Authors have the right to enter into separate additional agreements regarding the non-exclusive distribution of the work in the form in which it was published by this journal (for example, posting work in an electronic repository of the institution or publishing as part of a monograph), provided that the reference to the first publication of the work is maintained therein. magazine.

c) Journal policy permits and encourages the submission of manuscripts by the authors on the Internet (for example, in repositories of institutions or on personal websites), both prior to submitting this manuscript to the editorial board and as it contributes to the emergence of productive scientific discussion, and has a positive impact on the promptness and dynamics of citing a published work (see The Effect of Open Access).