Methodology of experimental verification of the model for digital competence formation in professional junior bachelors

Abstract

Abstract: The article addresses one of the pressing issues in professional education—the development of valid tools for assessing the effectiveness of digital competence (DC) formation among future specialists. Purpose. The article aims to solve an applied scientific problem: to theoretically justify and provide a detailed description of the methodology of a pedagogical experiment designed to evaluate the effectiveness of the author’s model for developing digital competence among a specific category of learners—professional junior bachelors majoring in “Professional Education (Digital Technologies).” Methods. The research is based on a set of general scientific and empirical methods, among which the key ones are theoretical analysis, systemic and structural analysis, modelling, and instructional design. To verify the working hypothesis, methods of a pedagogical experiment were applied, including the diagnostic, formative, and control stages. Results. First, the article reveals the specifics of training specialists in specialty 015.39, characterized by their unique dual nature (a digital technologies specialist and a professional training educator). Considering this, the author substantiates a four-component model of digital competence formation, which includes motivational–value, cognitive–professional, operational–activity, and reflexive–prognostic components. The study places particular emphasis on the detailed description of the experimental methodology itself, covering all three stages—from diagnosing initial levels to evaluating progress. It also presents a diagnostic toolkit that comprises criteria, indicators, and levels of DC formation. Additionally, the key pedagogical conditions necessary for implementing the model are identified: an integrated digital learning environment, dual-oriented content, and project-based learning methods. Conclusions. The proposed methodology of the pedagogical experiment is scientifically grounded and valid for assessing the effectiveness of the DC formation model among future professional junior bachelors. It takes into account the specifics of their dual training and aligns with European frameworks (including DigComp) and national standards of professional education. The described diagnostic tools and criteria can be used in the educational practice of institutions of professional pre-tertiary education to monitor and improve the quality of specialist training.