Digital technologies and professional training: The case of human interaction specialists

Authors

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.01.10

Keywords:

professional training of specialists, digital technologies, diagnostics, digitalization of the educational environment, artificial intelligence

Abstract

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.

Author Biographies

Tetiana Zenchenko, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.

Candidate of Pedagogical Science, Associated Professor, Head of Theory and Methods of Primary Education Department, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.

Tetianа Tsehelnyk, Volodymyr Hnatyuk Ternopil National Pedagogical University, Ukraine. 

Doctor of Philosophy, Associate Professor of the Department of Special and Inclusive Education, Faculty of Pedagogy and Psychology, Volodymyr Hnatyuk Ternopil National Pedagogical University, Ukraine. 

Liudmyla Korobchuk, Lutsk National Technical University, Ukraine. 

PhD in Education, Associate Professor, Department of Ecology, Lutsk National Technical University, Ukraine. 

Mykhailo Chuvasov, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. 

Doctor of Philosophy, Doctoral Candidate, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. 

Anastasiia Nevelia, Drahomanov Ukrainian State University, Ukraine.

PhD. Student, Department of Social Work, Faculty of Special Education and Social Policy, Drahomanov Ukrainian State University, Ukraine.

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Published

2026-03-30

How to Cite

Zenchenko, T., Tsehelnyk, T., Korobchuk, L., Chuvasov, M., & Nevelia, A. (2026). Digital technologies and professional training: The case of human interaction specialists. Eduweb, 20(1), 159–177. https://doi.org/10.46502/issn.1856-7576/2026.20.01.10

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