PEDAGOGICAL MODEL FOR DEVELOPING STUDENTS’ PROFESSIONAL COMPETENCE THROUGH DIGITAL TECHNOLOGIES IN THE HIGHER EDUCATION SYSTEM
DOI:
https://doi.org/10.37547/Keywords:
professional competence, digital pedagogy, pedagogical model, experimental research, mathematical-statistical analysis, higher education, competency-based approach.Abstract
This study develops and experimentally validates the theoretical and methodological foundations of a pedagogical model for enhancing students’ professional competence through digital technologies in higher education. The research was grounded in the integration of competency-based approaches, digital pedagogy, and integrative educational technologies. The empirical stage involved 124 students divided into experimental and control groups, with 62 participants in each group. The study was conducted in two sequential phases: a diagnostic stage and an experimental-intervention stage. The analysis of competence-level dynamics demonstrated a substantial improvement in the experimental group, where the proportion of students with a high level of competence increased from 18% to 42%, while the percentage of students with low competence decreased from 30% to 12%. In contrast, the control group showed no statistically significant changes. The findings confirm that the pedagogical model developed on the basis of digital technologies exerts a comprehensive and statistically reliable influence on all structural components of professional competence.
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