THE DEVOPS PEDAGOGICAL FRAMEWORK IN THE CONTEXT OF DIGITAL TRANSFORMATION IN EDUCATION

Abstract

The article discusses the conceptual transformation of DevOps ‒ evolving from a technical methodology for managing the software lifecycle into a pedagogical framework capable of structuring the modern educational process amid the digital transformation of education. The article demonstrates how DevOps, initially an approach to integrating software development and operation that emerged in 2009, has evolved beyond the engineering environment to form a new culture of collaboration, automation, transparency, and continuous improvement. In a pedagogical context, DevOps is interpreted as a systemic-conceptual model integrating the principles of integration, collaboration, automation, reflection, and continuity into the architecture of professional IT training. This approach unifies the theoretical, practical, and research activities of students into a system that continuously improves their knowledge and skills. The purpose of this study is threefold: first, to determine the pedagogical nature of DevOps; second, to justify DevOps as a pedagogical framework; and third, to clarify the relationship between the concepts of "methodology" and "framework" in educational discourse. To achieve these goals, the study employed theoretical and methodological analyses, systematic and comparative methods, and an interpretive approach to translating the technical principles of DevOps into the pedagogical sphere. Additionally, elements of educational process modeling were incorporated. The results prove that DevOps is not limited to teaching methodology functions; rather, it forms a new educational paradigm focused on flexibility, integration, reflectivity, and continuous improvement. The study proposes a systemic hierarchy in which DevOps is defined as a multilevel pedagogical system, from the paradigm and framework to the methodology, techniques, and teaching tools that ensure the concept's implementation in educational practice. The study's scientific novelty lies in its theoretical justification of DevOps as a pedagogical framework combining cultural, technological, and didactic aspects. This framework ensures a transition from traditional knowledge transfer models to interactive educational models. Within these models, students, teachers, and the digital environment form a common ecosystem of continuous professional development.