EDUCATIONAL FRAMEWORK FOR THE TRAINING OF BACHELORS IN VOCATIONAL EDUCATION (TRANSPORT) USING PROJECT-BASED TECHNOLOGIES
DOI:
https://doi.org/10.35774/gsip2026.01.214Keywords:
pedagogical conditions, Bachelor’s students in Vocational Education, project competence, project activity, innovation, transport industryAbstract
The article addresses the problem of substantiating the pedagogical conditions for training Bachelor’s students in Vocational Education (Transport) through project-based technologies in the context of current transformations in the transport industry and the digitalization of education. The rapid development of technologies, automation of production processes, and increasing requirements for specialists’ professional competence necessitate the modernization of the content and organization of training for Bachelor’s students in Vocational Education (Transport). Scientific approaches to interpreting the essence of pedagogical conditions are generalized, and their system-forming role in ensuring the effectiveness of the educational process is substantiated. It is shown that the use of project-based technologies promotes the integration of theoretical and practical training, the development of professional mobility, critical thinking, teamwork skills, and the creative potential of students.
Pedagogical conditions for training Bachelor’s students in Vocational Education (Transport) through project-based technologies are considered as an interrelated and interdependent set of measures, educational means, and opportunities of the material and spatial environment that ensure the transition of future vocational education teachers to a higher level of readiness for project activity. The pedagogical conditions for training Bachelor’s students in Vocational Education (Transport) through project-based technologies are theoretically substantiated as follows: organization of collaborative projects to develop effective communication skills among Bachelor’s students in Vocational Education (Transport); use of design opportunities in enriching the content of professionally oriented disciplines; ensuring the practice-oriented nature of the content of project training for Bachelor’s students in Vocational Education (Transport); and creation of a project-creative educational environment that stimulates the creative activity of Bachelor’s students in Vocational Education (Transport). The implementation of the defined pedagogical conditions ensures the gradual formation of future Bachelor’s students in Vocational Education (Transport) for professional activity and increases the effectiveness of their training in the context of modern challenges in the transport industry.
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