THEORETICAL FOUNDATIONS FOR IMPLEMENTING MODERN MODELS OF PROFESSIONAL TRAINING FOR FUTURE IT SPECIALISTS
DOI:
https://doi.org/10.35433/pedagogy.4(123).2025.9Keywords:
competency-based approach, dual education, project-based learning, TPACK, agile pedagogy, qualification gap, digital competenciesAbstract
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.
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