Conceptual and categorical model of professional competence of future specialists in the field of technology and design: the essence and structure of the concept

Abstract

The article addresses the problem of forming professional competence of future technology designers in the context of digitalization of the educational process and ensuring their professional mobility. The relevance of the study is determined by the necessity of developing a holistic model of students’ readiness for professional activity under conditions of socio‑economic instability, which simultaneously requires overcoming contradictions between traditional teaching methods and the need to foster technological thinking. The purpose of the research is to substantiate the conceptual‑categorical model of professional competence of future specialists in the field of technology and design.

  Methods. The research employed system‑structural analysis of the literature, modeling techniques to visualize the structure of competence, and the deductive method to identify educational determinants. Results. A generalized definition of competence is proposed as an integrative construct that encompasses motivational‑value, cognitive, operational‑activity, technological, and evaluative‑volitional components. The conceptual‑categorical model of professional competence of future specialists in technology and design has been substantiated. The model is presented as a holistic system that demonstrates the interrelation and interdependence among psychological‑pedagogical, instrumental‑technological, professional‑creative, and contextual‑adaptive vectors, which are integrated into the outcome-professional competence-supported by internal resources, digital technologies, and the educational environment.

Conclusions. The proposed model is fundamental for the scientific substantiation and identification of pedagogical conditions for the formation of professional competence of future specialists in technology and design, as it demonstrates the interconnection between readiness, the educational environment, and innovative practices, ensuring adaptability and competitiveness in the digital era. Particular emphasis is placed on innovative aspects such as upcycling and proficiency in modern software (CAD, CLO 3D).