Innovation-driven approaches to the professional training of future specialists in higher education

Nataliia Pavlova; Tetiana Stepanova; Oleksandr Glushko; Liana Burchak; Liudmyla Prytuliak; Tetyana Koycheva; Iryna Barbashova

doi:10.22633/rpge.v30i00.20845

Authors

Nataliia Pavlova Rivne State University of Humanities https://orcid.org/0000-0002-7817-6781
Tetiana Stepanova Admiral Makarov National University of Shipbuilding https://orcid.org/0000-0003-0630-2256
Oleksandr Glushko State Biotechnological University https://orcid.org/0009-0000-5104-3084
Liana Burchak Oleksandr Dovzhenko Hlukhiv National Pedagogical University https://orcid.org/0009-0001-6141-4384
Liudmyla Prytuliak Kharkiv Humanitarian Academy https://orcid.org/0000-0003-2031-152X
Tetyana Koycheva Southern Ukrainian National Pedagogical University K. D. https://orcid.org/0000-0002-5518-4260
Iryna Barbashova Bogdan Khmelnitsky Melitopol State Pedagogical University https://orcid.org/0000-0002-7410-4115

DOI:

https://doi.org/10.22633/rpge.v30i00.20845

Keywords:

Higher education institutions, Virtual reality, Augmented reality, Blockchain, Informatization of the educational process

Abstract

The article examines the content of research concepts and the key innovative requirements for modern specialists. It highlights the necessary innovative teaching methods for students during their professional training in higher education. The periods when innovative teaching technologies are used in higher education institutions are characterized. The essence of the experiment was to exert targeted influence on participants to enhance the professional training of future specialists through innovative teaching technologies. The analysis of the initial state of readiness for the use of innovative teaching technologies, its low indicators, and the modeling of the preparation process for the outlined activity enabled a transition from the ascertaining stage to the formative stage of the experiment. The results of the control stage of the study indicate the effectiveness of all methodological support materials, special courses, and pedagogical conditions used in the experimental group.

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Author Biographies

Nataliia Pavlova, Rivne State University of Humanities

Rivne State Humanitarian University, Rivne – Ukraine. Doctor of Pedagogical Sciences, Associate Professor of the Department of Digital Technologies and Methods of Teaching Informatics.

Tetiana Stepanova, Admiral Makarov National University of Shipbuilding

Admiral Makarov National University of Shipbuilding, Mykolaiv – Ukraine. Doctor of Pedagogical Sciences, Professor, Director of the V. O. Sukhomlynskyi Educational and Research Pedagogical Institute.

Oleksandr Glushko, State Biotechnological University

State Biotechnological University, Kharkiv – Ukraine. Ph.D. Student in the UNESCO Department of Philosophy of Human Communication and Social and Humanitarian Disciplines.

Liana Burchak, Oleksandr Dovzhenko Hlukhiv National Pedagogical University

Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv – Ukraine. Doctor of Pedagogical Sciences, Associate Professor of the Department of Biology, Human Health and Teaching Methods.

Liudmyla Prytuliak, Kharkiv Humanitarian Academy

Kharkiv Humanitarian Academy, Kharkiv – Ukraine. Ph.D. Associate Professor of the Theory and Methodology of Preschool Education Department.

Tetyana Koycheva, Southern Ukrainian National Pedagogical University K. D.

Southern Ukrainian National Pedagogical University K. D. Ushynsky, Odesa – Ukraine. Doctor of Pedagogical Sciences, Full Professor of the Department of Pedagogy.

Iryna Barbashova, Bogdan Khmelnitsky Melitopol State Pedagogical University

Bohdan Khmelnytsky Melitopol State Pedagogical University, Zaporizhzhia – Ukraine. Doctor of Science in Pedagogy, Professor of the Department of Primary and Special Education.

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