Feasibility study and implementation prospects of interactive graph-oriented educational environments in technical education

Abstract

Abstract: The article substantiates the prospects and urgent needs for designing an interactive graph-based environment as a cognitively adequate model for structuring the content of technology education. The author proceeds from the thesis of the native human perception of the macro-universe as a system of interconnected mobile objects, which makes graph modeling the most effective tool for knowledge representation, while also drawing on global practical experience in using graphs for analytics and cognitively demanding tasks. The paper critically analyzes international experience in managing dynamic curricula and identifies the limitations of contemporary solutions, which are often reduced to linear course lists. An original iterative algorithm for graph construction is proposed, integrating not only technical solutions and technologies but also psychomotor and sensory competencies, sets of learning exercises and tasks, competency structures, and areas of practical technology application. This approach creates the necessary conditions for technology stack-oriented learning and enables students to build their own professional profiles. Special attention is paid to the network analysis of learning effectiveness, allowing for the assessment and planning of how mastering specific topics and individual tasks impacts quality of life and vocational mastery. The article examines findings from research on human cognitive mechanisms and encapsulates the logic of the reviewed studies into the graph-based environment constructing algorithm. The practical significance of the study lies in creating an integrated interactive environment for individual educational trajectories and fostering the implementation of the "Life-Long Learning" principle through the holistic technological world visualization.