Edutainment as a tool for developing professional competence in higher education students
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.9Keywords:
professional competence, edutainment, students, digital technologies, system of principles and methodological requirementsAbstract
The study examines edutainment as an innovative pedagogical approach for developing professional competence in higher education students. The research aims to substantiate and experimentally verify the effectiveness of pedagogical conditions and methodological support based on edutainment principles. A quasi-experimental design was implemented involving 120 undergraduate students in pedagogical specialties, divided into control (n = 59) and experimental (n = 61) groups. The experimental group was exposed to an edutainment-based instructional model integrating digital technologies, gamification, interactive tasks, and multimedia tools, while the control group followed traditional teaching methods. Professional competence was assessed using cognitive, heuristic, and creative criteria at three levels (high, average, low). Quantitative data were analyzed using descriptive statistics and the Pearson chi-square test. The results demonstrated a substantial improvement in the experimental group, where the proportion of students with a high level of competence reached 57.6%, compared to 11.5% in the control group. The chi-square test results (χ² = 8.93, p < 0.05) confirmed statistically significant differences between groups, indicating the effectiveness of the proposed methodology. Overall, the study confirms that edutainment is an effective pedagogical tool for improving professional competence in higher education, with a positive impact on both cognitive and socio-professional development of future specialists.
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Copyright (c) 2026 Pavlo Smoliak, Kseniia Korotkevych, Vasyl Tiahur, Iryna Mozul, Hanna Dutka
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