Pedagogical conditions for the implementation of the integrative approach in the professional training of future bachelors of vocational education in the field of digital technologies

Abstract

Introduction and purpose. The digital transformation of vocational education and the human-centred priorities of Industry 5.0 require that the pedagogical and the digital-technological components of teacher training cease to be delivered in parallel and become genuinely interpenetrating. Theoretical substantiation of the integrative approach does not by itself guarantee an educational result: it becomes operational only when supported by a controllable set of pedagogical conditions. The purpose is to substantiate and structurally describe such a set for the training of future bachelors of vocational education specialising in digital technologies.

Brief description of the state of knowledge. Pedagogical conditions are most often presented in the literature as unordered lists, without an explicit derivation procedure and without showing which component of competence each condition supports and which educational barrier it neutralises. Here five conditions were derived from three complementary sources: the seven-component structure of professional competence, the methodological triad of the systems, competence and activity approaches, and the educational barriers identified in the analysis of the state of the problem. A conditions-components matrix was constructed and two analytical indices were computed from it.

Summary. The set comprises content integration; a human-centred integrative digital learning environment; practice-oriented and project technologies; readiness of the teaching staff; and the subject position of students. Readiness of the teaching staff possesses the highest integrative capacity and is system-forming, whereas the cognitive-content and reflective-evaluative components receive the weakest support and form the principal risk zone of the design.