Motivational Component of Methodological Competence of Future Computer Engineering Specialists: Essence and Characteristics of its Development in Professional Education

Abstract

This article substantiates the relevance of developing methodological competence among future computer engineering specialists in the context of rapid digitalisation and dynamic changes in the global IT sector. It is proven that the professional success of a modern engineer depends not only on mastery of up-to-date technological tools, which quickly become obsolete, but above all on the development of a methodological foundation that enables the systematic analysis and strategic design of complex computing systems. The essence of the concept of 'methodological competence' has been defined as a complex integrative personal construct that goes beyond the sum of technical knowledge and skills. It has been established that this phenomenon acts as a universal mechanism for transforming a theoretical basis into practical innovative activity, ensuring the specialist's ability to act effectively in situations of uncertainty and amidst the volatility of the modern labour market. The structure of methodological competence among future computer engineering specialists is presented. The motivational component is identified and characterised as the primary internal regulator (або driver) of professional development. It is argued that it is precisely intrinsic value orientations, cognitive interest in solving non-standard engineering problems, and the pursuit of intellectual self-realisation that are the main drivers of mastering scientific methods of cognition. The psychological foundations of fostering motivation have been analysed, drawing on humanistic theories (in particular, A. Maslow) and the works of contemporary Ukrainian scholars. The essence of intrinsic (cognitive interest, autonomy, professional agency) and extrinsic (career success, competitiveness) motives for the educational activities of future computer engineering specialists is revealed. The forms and methods of developing the motivational component in the educational process at higher education institutions are described. The high effectiveness of project-based learning, gamification, case-based learning, and problem-based learning, as well as the use of simulation environments and the introduction of elements of dual education, has been identified. This contributes to the internalisation of motivation through the student's immersion in an environment that simulates real professional challenges. It is concluded that methodological competence, underpinned by strong intrinsic motivation, becomes a strategic resource for a specialist's adaptability.