CHATBOT TECHNOLOGY AS AN INFORMATION AND COMMUNICATION RESOURCE FOR PEDAGOGICAL SUPPORT OF THE PROCESS OF SOFT SKILLS FORMATION

The article discusses issues of pedagogical support in the process of forming soft skills. The educational significance of this problem at all levels of education is noted, and approaches to solving it for the higher education system are analyzed. The characteristic features of this process are identified, determined by the need for a personalized approach to its organization, the need to provide feedback channels for the possibility of operational support and correction of the process of forming soft skills. These features determined the choice of technological support — information and communication technologies, in particular chatbot technology. The broad didactic functions of this tool are analyzed, allowing it to be used as a virtual intermediary for organizing individual interaction channels and providing prompt feedback procedures for further correction of the process of developing soft skills. The article substantiates the choice of the subject of formation — the universal competence UK-6, the maturity of which determines the possession of self-organization skills; choosing a chatbot designer platform — Aimylogic designer; and the choice of chatbot type is scripted. A chatbot model is proposed, consisting of four blocks: organizational, theoretical, practical and reflective. The algorithm for student interaction with the bot is described, and specific types of pedagogical support at each stage of interaction with the instrumental model are revealed. The results of a pedagogical experiment to test the effectiveness of the proposed technology for organizing and supporting the process of developing self-organization skills — goal setting, planning and reflection are briefly presented. A methodology for assessing the results of this process is proposed, taking into account the level of development of both hard and soft skills. The procedure for organizing and pedagogical support of this process is illustrated using the example of the discipline “Workshop on speech development (English)”. The prospects for using chatbot technology to support the process of formation and development of a wider range of soft skills are discussed.

higher education, soft skills, pedagogical support, self-organization, adaptive independent activity, personification of learning, feedback channel, information and communication technologies, chatbot technology, chatbot model, assessment procedure

Klescheva N. A., Danilina E. K. Chatbot technology as an information and communication resource for pedagogical support of the process of soft skills formation. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2024;3(68):340—346. DOI: 10.25683/VOLBI.2024.68.1039.