The dissertation is devoted to the analysis of the system of training bachelors in electronic information and technologies at universities in the PRC and the justification of the possibilities of using their progressive experience in higher education institutions in Ukraine.
The scientific novelty of the obtained results lies in the following:
– for the first time, a holistic systemic analysis of training bachelors of electronic information and technology for professional activity in universities of the PRC is conducted, as well as a comparative pedagogical study of the system of professional training of these specialists in the PRC and Ukraine on the basis of an analysis of the regulatory framework and the content, organizational, and methodological characteristics of the educational process under conditions of digital transformations; the terminological field of the research is revealed and the essence of the key concepts is specified, such as “bachelor of electronic information and technology”, “professional activity of bachelors of electronic information and technology in the PRC” and its components (engineering and technological, interdisciplinary, industrially oriented, digital-intellectual), “functions of the professional activity of bachelors of electronic information and technology”, “system of training bachelors of electronic information and technology in universities of the PRC”; the organizational and methodological conditions for effective professional training of bachelors of electronic information and technology in the PRC under conditions of digital transformations; common and distinctive features of training bachelors in the field “Electronic Information”, specialty “Electronic Information and Technology” (China) and field of knowledge F “Information Technologies”, specialty F3 (122) “Computer Science” (Ukraine); key ideas of the Chinese system of training bachelors of electronic information and technology for professional activity for Ukraine: integration of fundamental and applied components; project- and practice-based organization of learning; the methodological model of “four logics”; digital educational platforms and personalization of learning; the “Workplace – course – competition – certification – innovation” model; university–industry partnerships and global competences; research-oriented learning; and the English-language component of professional training; a component-structural analysis of the contemporary system of training bachelors of electronic information and technology in universities of the PRC is carried out, which includes regulatory, organizational-pedagogical, and educational-competence components; a structural and logical matrix for modernizing the information-technology bachelor’s programme is developed with a focus on the digital economy, innovative development, and the post-war restoration of Ukraine’s human capital;
– the organizational and methodological support for the process of creating and using digital educational resources is improved on the basis of the PRC experience, within the disciplines “Artificial Intelligence Systems”, “Intelligent Data Analysis”, “Instructional Design”, “Digitalization in Professional Activity”, “Fundamentals of Information Technologies”; and through educational consulting for academic staff and higher education students of Ukrainian universities;
– further development is achieved in the theoretical provisions of comparative pedagogy regarding the study of professional training of specialists in the field of electronic information and technology, in particular concerning the comparison of structures, content, and innovative teaching models of bachelors of electronic information and technology in the PRC through the prism of key ideas for Ukrainian practice, as well as approaches to using foreign experience to modernize Ukrainian educational programmes; and the organizational and methodological conditions for effective professional training of bachelors of electronic information and technology in the PRC under conditions of digital transformations in Ukrainian realities.
The practical significance of the obtained results lies in applying the theoretical provisions and conclusions to specific methodological recommendations for using progressive ideas of the PRC experience in training bachelors of electronic information and technology in higher education institutions of Ukraine, which, in particular, is reflected in: a roadmap for the practical adaptation of key ideas of the Chinese educational system of training bachelors of electronic information and technology for Ukrainian higher education institutions; methodological recommendations for Ukrainian higher education institutions on creating and using digital educational resources based on the PRC experience; the development and delivery of the author’s online workshops; and the use of Iryna Bunetska’s authorial online platform “EduTech Bridge: China-Ukraine”.
