THEORETICAL AND METHODOLOGICAL SUBSTANTIATION OF THE INTEGRATION OF SUSTAINABILITY COMPETENCES INTO THE MODEL OF PROFESSIONAL COMPETENCE OF FUTURE IT SPECIALISTS
DOI:
https://doi.org/10.31110/2616-650X-vol14i6-010Keywords:
professional competence, IT education, sustainable development, model of professional competence, pedagogical modellingAbstract
The article provides a theoretical substantiation of the model of professional competence of future IT specialists in the context of sustainable development. The relevance of the study is determined by the contradiction between the high level of detail in contemporary international frameworks regarding technical and digital competences and the insufficient integration of the environmental, social, ethical, and reflective dimensions of professional training. It is shown that existing IT frameworks are primarily focused on the technological and operational aspects of professional activity, whereas sustainability competence frameworks are general in nature and do not account for the specific features of the IT profession. The purpose of the article is to provide a theoretical and methodological substantiation of the integration of sustainability competences into the model of professional competence of future IT specialists as a holistic systemic construct that combines the technical, digital, and operational requirements of IT activity with the environmental, social, ethical, axiological, and reflective dimensions of professional training. The methodological basis of the study is formed by systemic, competence-based, axiological, and transdisciplinary approaches; the methods used include theoretical analysis, comparison, generalization, systematization, and pedagogical modeling. As a result, a three-level model architecture is substantiated, comprising a contextual block, a component structure, and a dynamic block. Six interrelated components of professional competence are identified: technological, cognitive, axiological, activity-based, communicative-social, and reflective-developmental. It is proven that sustainable development in this model is not an external thematic addition to IT training, but rather a context that changes the content and logic of all components of competence. The scientific novelty lies in the professional specification and pedagogical synthesis of sustainability competences with the technical, digital, and operational requirements of IT activity within a unified model of professional competence of a future IT specialist. It is determined that the model is theoretical and methodological in nature and requires adaptation to the specific profile of an educational program, specialty, training level, and professional context. The practical significance of the results lies in the possibility of using the model as a theoretical basis for designing educational programs, specifying learning outcomes, developing criteria and indicators for the formation of professional competence, and conducting further empirical research on its development in future IT specialists.
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