THE MODEL OF A METHODOLOGICAL SYSTEM FOR PROFILED VOCATIONAL TRAINING OF FUTURE SPECIALISTS IN HIGH‑TECH INDUSTRIES

Abstract

The aim of the article is to theoretically substantiate and present a coherent model of a methodological system for profiled vocational training of future specialists in hightechnology industries that aligns learning outcomes with the National Qualifications Framework, educational standards, and labour-market needs in the context of digital transformation. The methodological basis combines competency-based, activity-based, and systems approaches; ideas of project-based and problem-based learning; the principles of Universal Design for Learning; and profiling as a targeted deepening of specialization while preserving a fundamental core. The study employs methods of theoretical analysis and educational systems modelling, comparative structural analysis of curricula, expert surveys of industry representatives, and pilot testing of selected elements (microcredentials, project modules, dual education). The result is a multi-component model comprising six blocks: the goal block (professional profile, learning outcomes, competence matrix/European classification of knowledge and skills), the content block (disciplinary core and profile-specific modules; cross-disciplinary integrators such as digital twins, artificial-intelligence technologies, and cybersecurity), the operational-technological block (project-based and problem-based learning, conceive-design-implement-operate cycles, simulations, hackathons, micro-credentials, dual education), the assessment-reflection block (authentic assessment, electronic portfolio, performance indicators, including time-to-productivity), the provision block (human resources, laboratory infrastructure, digital environment, partnerships), and the governance-regulatory block (internal quality assurance system, alignment with qualifications frameworks and standards, academic integrity). The novelty lies in combining profile tracks and a stack of micro-credentials with transversal digital integrators and career navigation, which shortens graduates’ timeto- productivity and increases the relevance of training to the tasks of the high-technology sector. The practical significance is the model’s applicability for redesigning degree programmes, updating syllabi, building individualized learning pathways, and formalizing contractual dual-education collaborations with enterprises in high-technology clusters.