PROFESSIONAL AND PERSONAL DEVELOPMENT OF A TECHNICAL UNIVERSITY STUDENT BASED ON INFORMATION AND COMMUNICATION TECHNOLOGIES

The article is devoted to the development and experimental testing of a pedagogical model for professional and personal development of a technical university student using information technology. The theoretical significance of the study is based on identifying methodological principles in the implementation of information and communication technologies in the educational process: synergy of activity and information components of development, integrativeness of information technologies, development of independence and creativity in the field of informatization, accessibility of information technologies, value information orientation, individualization and differentiation, mobility and applicability. Based on a system analysis into the structural content of professional and personal qualities of a technical university student, the study clarifies the content of the concept of “professional and personal development of a technical university student” as a holistic continuous professional and personal transformation in the personality structure within the psychological and pedagogical development of dialectically united and synergetic properties that determine the success of a technical graduate’s professional activity, including motivational-axiological, activity-behavioral and cognitive-reflexive abilities. The practical significance of the author’s model lies in the set of pedagogical conditions for improving the professional training of technical university students: based on development of a creative design and research framework using the information environment; an individually differentiated approach to teaching technical university students through a rational combination of digital representation of pedagogical information; inclusion of digital intellectual technologies of pedagogical content into the structure of information and communication technologies. After the experimental intervention into two components (motivational-axiological and activity-behavioral), a significant difference between the experimental (EG) and control (CG) groups was revealed at p<0.05. In the EG, the number of subjects at a high level after the experiment was significantly larger compared to the CG, and, conversely, in the EG, the number of participants in the experiment at low and basic levels was significantly less compared to the CG. Thus, the experimental study to test the developed pedagogical model and conditions showed its effectiveness in increasing the level of professional and personal development of technical university students.

professional and personal development, information and communication technologies, model, pedagogical conditions, experiment, technical university, students, motivation, activity, reflection

Nagovitsyn R. S., Alimov R. S. Professional and personal development of a technical university student based on information and communication technologies. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2023;4(65):448—454. DOI: 10.25683/VOLBI.2023.65.839.