THEORETICAL AND METHODOLOGICAL ASPECTS OF USING INFORMATION ANDCOGNITIVE TECHNOLOGIES IN THE TRAINING OF TRANSPORT SPECIALISTS
The article addresses how to improve the professional training of specialists in the transport industry using information and cognitive technologies. The article aims to study and explain the problems, opportunities, and prospects of implementing and using information and cognitive technologies i...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Alfred Nobel University Publisher
2024-06-01
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| Series: | Вісник Університету імені Альфреда Нобеля. Серія Педагогіка і психология |
| Subjects: | |
| Online Access: | https://pedpsy.duan.edu.ua/images/PDF/2024/1/21.pdf |
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| Summary: | The article addresses how to improve the professional training of specialists in the transport industry
using information and cognitive technologies.
The article aims to study and explain the problems, opportunities, and prospects of implementing
and using information and cognitive technologies in the educational environment, as well as the specifics
of their implementation for teaching and learning in educational and professional programs for the transport specialists’ training.
The following methods of semantic and comparative analysis, classification, generalization, and systematization, as well as competency-based, technological, and creative development approaches were
used in the research.
It has been found that cognitive technologies in the context of teaching and learning involve the use
of methods and tools, which are based on understanding and activating cognitive processes such as thinking, memory, and attention. In cognitive learning, the educational process focuses not on absorbing information but on understanding the internal connections of the studied subjects, which encourages students
to engage in dialogical, exploratory thinking, and increases mental activity concentration. By complementing information technologies with cognitive ones, which take into account the individual and general cognitive students’ abilities, it is possible not only to encourage professional training but also to enhance the
overall cognitive efficiency of future specialists. For educators, these technologies facilitate the use of ICT
as cognitive tools for transitioning from traditional teacher-centred methods to constructivist student-centred approaches.
It has been established that information-cognitive technologies combine methods and algorithms based
on insights into the cognition processes, learning, communication, and information processing, grounded in
the achievements of neuroscience, digital and information technologies, and the mathematical modelling of
consciousness. In the educational process, they are designed to support students in setting and solving creative tasks that are difficult to formalize, as well as to reveal and effectively operate their cognitive potential.
In the professional training of students, certain information-cognitive technologies can be applied both
with and without the use of computer systems. These include technologies for developing critical thinking,
creatively developmental technologies, project technologies, foresight methodologies, problem-based learning technologies, mastery learning technologies, mental activity activation technologies, case studies, gaming
technologies, visualization and data representation technologies, and learning through practice.
Additionally, the use of multimedia technologies, scribing, virtual and augmented reality, project
technologies based on networking, gamification, interactive technologies, primarily group work technologies, open, distance, and blended learning technologies, and also the Internet of Things, Blockchain, Big
Data, expert systems, SMART technologies, and artificial intelligence significantly enhances the quality of
training students in proficiency transport area.
It has been concluded that information and cognitive technologies provide interactive, personalized,
and practically oriented learning, contribute to the development of student’s critical thinking, and for future transport specialists can optimize logistics processes, automate diagnostics, repair, and operation of
vehicles, in addition, increase the specialist’s adaptability to the complex conditions of the modern and future professional environment. |
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| ISSN: | 2522-4115 2522-9133 |