Developing the professional mobility of future bachelors in computer science through gaming technologies

Abstract

The article substantiates the feasibility of using game-based technologies to develop professional mobility among future bachelor's students in computer science. Given the high level of dynamism in the IT sector and the constant need for knowledge renewal and changes in professional roles, the formation of horizontal and vertical mobility is a relevant task in the educational process of higher education institutions.

The study aims to determine the potential of game-based learning methods for developing professional mobility of higher education students. To achieve this goal, the following tasks were set: to analyze scientific literature on professional mobility and game-based learning technologies; and to develop a business game project to foster internal professional mobility in students.

The study employed methods of scientific information analysis and synthesis and pedagogical modeling, which enabled the development of practical tools for implementing the defined objective.

As a result, a business game entitled "Career Lift" was developed. This game simulates production processes in a virtual IT environment and involves team-based project execution, allowing for role changes in response to professional challenges. The game includes scenarios that require mobility, such as the resignation of a key employee, the launch of a new project, or a shift in team priorities. Students are expected to adapt to changing circumstances, justify their role transitions, demonstrate necessary competencies, and assume new responsibilities. Through this process, key skills of a mobile specialist are formed: flexibility, communication, critical thinking, strategic planning, and teamwork.

Thus, game-based technologies—particularly business games—can effectively complement traditional teaching methods by creating conditions for the development of professional mobility, adaptability, and readiness for inter-role and inter-functional transitions. The proposed approach can be integrated into educational components, implemented in various formats, and adapted to training specialists in other disciplines.