Competence development dynamics of Associate in Software Engineering according to the results of an experimental study

Abstract

Abstract: The article presents the rationale for developing the competencies of future software engineering junior bachelor's degree students through the integration of micromodular learning using artificial intelligence support tools. The article presents the results of a comprehensive study of the levels of professional competence of students majoring in software engineering, which were examined within the cognitive-analytical, activity-based, and reflective-ethical components of competence. The assessment was carried out on the basis of specific criteria, which made it possible to track changes in the acquisition of knowledge and practical skills by students during the study of the discipline «Fundamentals of Artificial Intelligence». The analysis covered a comparative study of indicators before and after the implementation of the author's learning model. Statistical methods were used to evaluate the effectiveness of the proposed AI-enhanced microlearning model, which made it possible to objectively verify the impact of pedagogical conditions on the formation of competencies. Using statistical analysis based on Pearson's consistency criterion, it was confirmed that the changes between the control and experimental groups were not random but were caused by the application of the model. The findings proved that students of the experiment group demonstrate a higher level of theoretical training, practical activity and reflective interaction with artificial intelligence tools. The author's model of AI-enhanced microlearning demonstrated high pedagogical effectiveness, showing the ability to significantly increase the level of competence in the specialty ‘Software Engineering’ and ensure the development of professional readiness of students for activities in the conditions of digital transformation. The obtained results outline the prospects for further improvement of competency models for training software engineering specialists and confirm the expediency of deepening research in the direction of integrating intelligent technologies into professional education.