ІMPLEMENTATION OF PEDAGOGICAL CONDITIONS FOR THE FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE MASTER’S STUDENTS IN AGROENGINEERING BY MEANS OF DIGITAL TECHNOLOGIES

Abstract

The article provides a theoretical and analytical examination of the problem of developing the professional competence of future master’s students in agroengineering through digital technologies. The purpose of the article is to outline the pedagogical conditions for the formation of professional competence in future master’s students in agroengineering through digital technologies. To achieve this goal, a complex of interrelated theoretical and empirical research methods was used, including analysis, synthesis, generalization, and systematization of scientific and pedagogical literature; analysis of regulatory documents and educational and professional programs; pedagogical observation, analysis of the results of students’ academic activities, and generalization of pedagogical experience within the formative stage of the pedagogical experiment.
The study determined that the effective formation of professional competence of future master’s students in agroengineering through digital technologies is ensured by the implementation of four interrelated pedagogical conditions. The first condition involves preparing academic staff to use digital technologies through scientific and methodological seminars, methodological support for integrating digital tools into educational components, and participation in professional development programs. The second condition concerns improving the digital educational environment of a higher education institution by providing students with access to digital resources, platforms, and specialized tools necessary for professional training. The third condition is implemented through the integration of digital technologies into the content, forms, and methods of organizing educational activities, including the use of interactive platforms (Genially, Canva, Prezi), feedback and assessment services (Mentimeter, Slido, Kahoot, Quizizz), digital quests and simulators (LearningApps), digital mapping tools (Google Earth, QGIS), as well as artificial intelligence tools (ChatGPT, Copilot) for information analysis and the preparation of educational products. The fourth condition involves encouraging students to use digital technologies in independent learning and research activities through tasks related to data visualization (infographics, interactive materials), research-based case studies using digital data, and the creation of their own digital educational products.