Structure of Readiness of Junior Bachelors of Technical Colleges to Use Automatic Control Systems in Professional Activity

Abstract

Abstract. The article substantiates the structure of readiness of junior bachelors of technical colleges to use automatic control systems in professional activity with the aim of theoretically defining its component composition, criteria, and indicators of formation, as well as creating a basis for objective assessment of the results of professional training in the field of automated technologies. The study was carried out within the framework of research aimed at clarifying the content of professional training of technical specialists in the context of the digitalization of production processes and the widespread implementation of automatic control systems. A set of theoretical and analytical methods was applied, including the analysis of psychological, pedagogical, and technological studies, generalization of contemporary approaches to the structure of professional readiness, systemic analysis of professional requirements in a digital production environment, and structural-functional modeling of the components of readiness to use automated systems. Theoretical generalization of scientific positions made it possible to define readiness as an integrative construct reflecting a future specialist’s ability to function effectively in the conditions of automated technological complexes. The component structure of readiness of junior bachelors of technical colleges to use automatic control systems is defined as a multidimensional system integrating motivational, cognitive, operational, reflective, and digital-technological components of professional activity. On this basis, a system of criteria and indicators for assessing the formation of readiness has been developed, enabling comprehensive evaluation in accordance with the functional content of professional activity in the field of automated control. The possibilities of applying the proposed structure of readiness in designing educational programs for technical colleges, organizing practice-oriented training, developing diagnostic tools, and monitoring professional training outcomes are substantiated. Implementation of the proposed approach will contribute to improving the quality of training of junior technical specialists, ensuring their ability to operate automated technological systems and adapt to the conditions of digital production. Prospects for further research are associated with the development of a methodology for diagnosing levels of readiness to use automatic control systems and with the experimental verification of the effectiveness of pedagogical conditions for its formation within the system of professional pre-higher education.