Optimization of the Conceptual Model of Systemic Analysis of the Quality of Vocational Teacher Training Using Intelligent Scenarios

Abstract

The article explores the process of developing and applying intelligent scenarios to optimize the conceptual model of systemic analysis of the quality of vocational teacher training. Under the conditions of transformation of educational systems and the growing role of digital technologies, the need to create integrated models capable of taking into account the complex and dynamic nature of interrelations between the factors that determine the quality of the educational process becomes relevant.

Modern scientific and methodological approaches to the implementation of system analysis of the quality of vocational teacher training are analyzed, with particular attention to the possibilities of fuzzy cognitive pedagogical modeling as a tool for forming intelligent scenarios, identifying, structuring, and optimizing key concepts of the conceptual model.

The conceptual model of system analysis of the quality of vocational teacher training includes a list of relevant groups of concepts: «Input concepts (preset)», «Input concepts (variables that can be adjusted)», «Concepts of ensuring the quality of the educational process (intermediate)», and «Output concepts», which determine the quality of vocational teacher training.

Using the Mental Modeler software environment, fuzzy cognitive pedagogical modeling of the system analysis of the quality of vocational teacher training was implemented in the form of a fuzzy cognitive map, which realizes and visualizes the cause-and-effect relationships between key concepts of quality system analysis.

Within the study, an analysis of scenarios reflecting the dynamics of changes in the system under the influence of various parameters was carried out. The stages of working with the software are presented, including the input of initial values, assessment of concept types (driver, receiver, ordinary), construction of the weight matrix of connections, and interpretation of modeling results. The evaluation of concept states made it possible to identify the most significant ones and to formulate justified conclusions for strategic planning and improvement of the vocational teacher training system.

The results of the study confirm the feasibility of integrating fuzzy cognitive modeling into educational analytics as an effective tool for visualizing complex cause-and-effect relationships, developing intelligent scenarios for the development of the conceptual model of system analysis of the quality of vocational teacher training, and supporting the adoption of strategically justified management decisions.

A set of quality criteria – S_V, V_min, S_p, P_min, and S_K –  was introduced for the quantitative evaluation of fuzzy cognitive modeling results in the Mental Modeler environment.
As a result of the modeling, optimal values were obtained for the concepts «Cost of Training», «Employer Requirements», and «Level of Educational Achievement Requirements». It was shown that in order to improve the quality of vocational teacher training, the values of the concepts «Educational Data Mining» and «Digital Technologies» need to be maximized.

The developed intelligent scenarios of the conceptual model of system analysis of the quality of vocational teacher training constitute an effective tool for conducting scientific analysis, implementing educational monitoring, and adapting the process of professional training to the challenges of digital transformation in the educational environment.