Transformation of vocational education tools: combining online learning and high-tech simulation trainers

Abstract

Abstract: The article addresses the pressing issue of modernizing the training of future IT specialists in institutions of professional pre-higher education through the integration of online learning and simulation technologies. Purpose. The study aims to develop a pedagogical model that accounts for the rapid evolution of technologies, the specifics of the STEM paradigm, and the challenges posed by wartime conditions in Ukraine. Methods. The methodological framework is based on a systemic analysis of scholarly sources on the digitalization of education, the use of virtual and augmented reality in professional training, adaptive learning, and project-based instructional approaches. A structural-functional approach was employed to identify the components of the model and to design the educational process under conditions of integrating heterogeneous technologies. Results. A four-component conceptual model was developed, integrating a technological component (a three-level architecture of digital tools ranging from online platforms to integrated ecosystems), a pedagogical component (inquiry-based learning with the gradual increase in the complexity of simulation scenarios), an adaptive component (an individualized approach based on the assessment of learners’ levels and needs), and a contextual component (principles of technological compensation, continuity, and relevance in the context of post-war challenges). A five-component personalization system was substantiated, including mechanisms for initial diagnostics of technical competencies and cognitive styles, continuous progress monitoring, the construction of modular individualized learning trajectories for different professional profiles (programming, system administration, creative technologies), multi-level feedback, and the development of metacognitive learning skills. In addition, a three-component teacher training program was proposed, encompassing technological mastery of tools at basic, intermediate, and advanced levels; pedagogical transformation of the teacher’s role from knowledge transmitter to learning facilitator; and a system of continuous professional development through learning communities. Conclusions. The study demonstrates that the integration of online learning and simulation-based training tools creates an effective environment for the development of interdisciplinary competencies required by contemporary IT professionals. The critical role of teachers’ readiness to work with innovative technologies as a prerequisite for the successful transformation of the educational process is also established.