The dissertation research examines the theoretical, methodological, and practical aspects of developing professional competence in bachelor's students studying the speciality 015.39 "Professional Education. Digital Technologies". It is generalised that innovative changes in the field of information and computer technologies, considered as contexts of innovative transformations in the training of bachelor's students in the field of computer technologies, involve the transformation of higher education institutions' infrastructure. This includes the support of cooperation between education, industry, and business for the transfer of new knowledge and technologies, the design of information-educational innovations, the restructuring of the educational process architecture, and a focus on the personalisation of training for professional-pedagogical staff using new formats of interaction among participants in professional-pedagogical education (distance learning, blended learning, tutoring, etc.).
A comprehensive vision of the professional training of bachelor's students in the field of computer technologies as educators of vocational training has been formed. The outcome of this training is their professional competence, regarded as a professional-personal quality reflected in the ability to operate information and informational processes using new information technologies and programming tools within professional activities (both engineering and pedagogical). It also includes a willingness to master modern IT technologies, tools, and programming languages and a readiness for self-development and continuous improvement of the methods and techniques applied in professional-pedagogical activities. The content and structure of professional competence have been improved, encompassing motivational-value, informational-cognitive, operational-activity, and personal-reflective components. The criteria (value, cognitive, activity, and personal), indicative indicators, and levels (high, sufficient, initial) of its formation have been refined.
A cyclic scheme of blended learning for bachelor's students in the field of computer technologies has been developed, reflecting the logic of the educational process and the organisation of students' learning and cognitive activities
(familiarisation with learning material → practice → assessment, forming one cycle). These cycles are carried out continuously in an ascending spiral. Electronic and traditional learning tools, as well as the learning environment (classroom-based or extracurricular activities), can be combined in any way depending on the didactic tasks and pedagogical conditions.
The pedagogical conditions for developing professional competence in bachelor's students in the field of computer technologies by means of blended learning learning conditions have been theoretically substantiated. These include creating an integrated educational environment for training bachelor's students in computer technologies based on blended learning; organising productive informational-pedagogical interaction in blended learning conditions; fostering professional experience in students through "immersion" in the professional-pedagogical environment during teaching practice; and personalising the self-directed learning activities of bachelor's students in the field of computer technologies. A structural-functional model for developing professional competence in bachelor's students in the field of computer technologies under blended learning conditions has been designed. It comprises a set of interconnected blocks: goal-oriented, methodological, content-based, technological, and outcome-focused.
A programme for developing the professional competence of bachelor's students in the field of computer technologies by means of blended learning has been developed within the study of the courses "Web-programming" and "Methods of Professional Education," which were studied in the third and fourth years at higher education institutions, as well as during teaching practice. The developed programme provided for the following sequence of stages: informational stage – organisation of classroom work in a face-to-face mode using lecture-dialogue and informational problem-based lecture formats, as well as digital tools (smartphones, laptops, presentations); operational stage – organisation of laboratory work in an online mode using electronic resources in the Moodle electronic learning environment. reflective stage – organisation of independent work with electronic resources (W3Schools, GitHub, CodeSandbox, Codecademy), searching for additional information using digital tools (web resources, web forums, web encyclopaedias), and testing.
The obtained experimental results confirm the effectiveness of the experimental programme, which allows forecasting the development of professional competence of bachelor's students in the field of computer technologies by means of blended learning.
