Digital technologies and professional training: The case of human interaction specialists
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.10Keywords:
professional training of specialists, digital technologies, diagnostics, digitalization of the educational environment, artificial intelligenceAbstract
This study aims to substantiate and experimentally verify the effectiveness of integrating digital technologies and artificial intelligence (AI) into the professional training of future Human-Interaction Specialists in higher education. A quasi-experimental mixed-methods design with a pretest–posttest control group structure was conducted during 2022–2025. Participants were undergraduate and graduate students of socio-humanitarian and pedagogical specialties. Professional readiness was defined as a multidimensional construct including motivational, procedural, creative, and reflective-evaluative components. Data were collected through questionnaires, competence-based testing, creative tasks, observation, and reflective assessment. Pearson’s chi-square test (χ²; p < .05) was applied to determine statistical significance. At the baseline stage, most students demonstrated low readiness levels (motivational – 56%; procedural – 62%; creative – 38%). After implementing the digital pedagogical model in the Experimental Group, the proportion of students with high levels increased significantly: motivational (4%→29%), procedural (20%→47%), creative (10%→29%), and reflective-evaluative (28%→44%). Posttest χ² values exceeded the critical threshold (5.991), confirming statistically significant differences between groups. The findings demonstrate that a structured digital educational environment integrating AI-based tools significantly enhances professional readiness. The study empirically validates a multi-component model of readiness formation and supports the pedagogical effectiveness of AI integration in higher education.
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