Структура та зміст моделі формування цифрової компетентності бакалаврів інженерії програмного забезпечення
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Дата
2026
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Анотація
У статті представлено структурно-функціональну модель формування цифрової компетентності бакалаврів інженерії програмного забезпечення. Модель інтегрує цільовий, концептуально-методологічний, змістовопроцесуальний, діагностико-результативний та результативний блоки, поєднуючи компетентнісний, системний та діяльнісний підходи. Розробка спрямована на формування технічних, когнітивних, ціннісно-мотиваційних і рефлексивних компонентів компетентності, готовності до AI-технологій та безперервного професійного розвитку.
The current stage of global IT industry development necessitates a fundamental transformation of approaches to the professional training of software engineering bachelors. Amidst rapid digital transformation, the active implementation of generative artificial intelligence and cloud computing, traditional technical training is no longer sufficient to ensure a specialist's competitiveness. Digital competence emerges as an integrative characteristic that combines technological literacy, critical analysis, the ability to work in distributed teams, and the responsible use of innovative tools. This article aims to theoretically substantiate and present a structural-functional model for forming the digital competence of bachelor’s students in software engineering (specialty 121) during their professional training. The study employs a complex of scientific methods, including the theoretical analysis of scientific sources and regulatory documents such as DigComp 2.2 and SE 2014 ACM/IEEE, alongside modeling and a systemic approach to define the interconnections between the model’s components. The developed structural-functional model consists of five interconnected blocks: a target block defining strategic goals based on State Standards and IT market requirements; a conceptual-methodological block based on competency-based systemic, and activity-based approaches; a content-procedural block implementing the integration of cloud services like AWS and GitHub, AI-coding assistants, and virtual labs through project-based learning and hackathons; a diagnostic-resultative block evaluating students according to cognitive, operational, value-motivational, and reflexive criteria; and a resultative block reflecting the final outcome—a competitive specialist capable of lifelong learning and adaptation to the digital economy. The proposed model provides a systematic organization of the training process, ensuring a transition from mere knowledge accumulation to the formation of a flexible digital mindset. The interconnection of all blocks guarantees the integrity of the educational process and its compliance with the demands of the modern digital environment.
The current stage of global IT industry development necessitates a fundamental transformation of approaches to the professional training of software engineering bachelors. Amidst rapid digital transformation, the active implementation of generative artificial intelligence and cloud computing, traditional technical training is no longer sufficient to ensure a specialist's competitiveness. Digital competence emerges as an integrative characteristic that combines technological literacy, critical analysis, the ability to work in distributed teams, and the responsible use of innovative tools. This article aims to theoretically substantiate and present a structural-functional model for forming the digital competence of bachelor’s students in software engineering (specialty 121) during their professional training. The study employs a complex of scientific methods, including the theoretical analysis of scientific sources and regulatory documents such as DigComp 2.2 and SE 2014 ACM/IEEE, alongside modeling and a systemic approach to define the interconnections between the model’s components. The developed structural-functional model consists of five interconnected blocks: a target block defining strategic goals based on State Standards and IT market requirements; a conceptual-methodological block based on competency-based systemic, and activity-based approaches; a content-procedural block implementing the integration of cloud services like AWS and GitHub, AI-coding assistants, and virtual labs through project-based learning and hackathons; a diagnostic-resultative block evaluating students according to cognitive, operational, value-motivational, and reflexive criteria; and a resultative block reflecting the final outcome—a competitive specialist capable of lifelong learning and adaptation to the digital economy. The proposed model provides a systematic organization of the training process, ensuring a transition from mere knowledge accumulation to the formation of a flexible digital mindset. The interconnection of all blocks guarantees the integrity of the educational process and its compliance with the demands of the modern digital environment.
Опис
Ключові слова
цифрова компетентність, інженерія програмного забезпечення, модель формування цифрової компетентності бакалаврів інженерії програмного забезпечення, генеративний штучний інтелект (AI), хмарні обчислення, проєктно-орієнтоване навчання, безперервне навчання, етичне використання ШІ-технологій, digital competence, software engineering, model for developing digital competence of bachelor’s students in software engineering, bachelor training, generative artificial intelligence (AI), cloud computing, project-based learning, lifelong learning, ethical use of AI technologies
Бібліографічний опис
Григоренко В. Структура та зміст моделі формування цифрової компетентності бакалаврів інженерії програмного забезпечення [Текст] / В. Григоренко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2026. – № 1 (147). – С. 343–358. – DOI: 10.24139/2312-5993/2026.01/343-358