GAMIFICATION AS A TECHNOLOGY OF PROFESSIONAL SOCIALIZATION OF HIGHER EDUCATION STUDENTS IN A HIGHER EDUCATIONAL INSTITUTION

Abstract

The article raises the problem of gamification as a modern pedagogical technology of professional socialization of higher education students, updated by transformational processes in the higher education system, digitalization of the educational environment and increasing requirements for the readiness of future specialists for professional activity. Analysis of scientific, pedagogical and psychological literature has shown active study of the phenomenon of gamification in the context of learning motivation, but insufficient representation of research aimed at revealing its role in the process of professional socialization of education students. The purpose of the article is to theoretically substantiate gamification as a technology for professional socialization of higher education students and to clarify the psychological mechanisms of its influence on the formation of professional identity and self-efficacy of future specialists. The essence of the concept of “gamification” is revealed and its demarcation from related educational approaches is carried out. It is substantiated that professional socialization in the conditions of gamified learning is implemented through role modeling, simulation scenarios and involving students in quasi-professional activities. The psychological principles of the effectiveness of gamification are highlighted, in particular, the provisions of the theory of self-determination, the concept of the “identification node” and the idea of personal self-efficacy. The industry specifics of the application of gamification in the training of specialists in various areas, in particular in medical, legal, economic and pedagogical education, are analyzed. It was found that gamified technologies contribute to increasing learning motivation, developing professional competencies, forming responsibility and readiness to make professional decisions. At the same time, the need for methodically balanced use of gamification, taking into account possible ethical risks, is emphasized. Prospects for further research are related to the development and testing of author's gamified educational courses in higher education institutions and empirical study of their impact on the process of professional socialization of education seekers.