Bibliographic Details
| Title: |
Digital technologies and professional training: The case of human interaction specialists. |
| Alternate Title: |
Tecnologías digitales y formación profesional: el caso de los especialistas en interacción humana. |
| Authors: |
Zenchenko, Tetiana1 tatianazenchenko@ukr.net, Tsehelnyk, Tetianа2 sveettana@ukr.net, Korobchuk, Liudmyla3 luda.iv13a@gmail.com, Chuvasov, Mykhailo4 mochuvasov@gmail.com, Nevelia, Anastasiia5 anastasiianevelia@gmail.com |
| Source: |
Eduweb. ene-mar2026, Vol. 20 Issue 1, p159-177. 19p. |
| Subject Terms: |
*Artificial intelligence, *Professional employee training, *Mixed methods research, *Teaching models, *Preparedness, *Higher education, Social skills, Digital technology |
| Abstract (English): |
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. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este estudio tiene como objetivo fundamentar y verificar experimentalmente la efectividad de la integración de tecnologías digitales e inteligencia artificial (IA) en la formación profesional de futuros especialistas en interacción humana en la educación superior. Se llevó a cabo un diseño cuasi experimental de métodos mixtos con una estructura de grupo de control pretest-postest durante 2022-2025. Los participantes fueron estudiantes de pregrado y posgrado de especialidades sociohumanitarias y pedagógicas. La preparación profesional se definió como un constructo multidimensional que incluye componentes motivacionales, procedimentales, creativos y reflexivos-evaluativos. Los datos se recopilaron mediante cuestionarios, pruebas basadas en competencias, tareas creativas, observación y evaluación reflexiva. Se aplicó la prueba de chi-cuadrado de Pearson (χ²; p < .05) para determinar la significancia estadística. En la etapa inicial, la mayoría de los estudiantes demostraron bajos niveles de preparación (motivacional - 56%; procedimental - 62%; creativo - 38%). Tras la implementación del modelo pedagógico digital en el Grupo Experimental, la proporción de estudiantes con niveles altos aumentó significativamente: motivacional (4%→29%), procedimental (20%→47%), creativo (10%→29%) y reflexivo-evaluativo (28%→44%). Los valores de χ² del postest superaron el umbral crítico (5,991), lo que confirma diferencias estadísticamente significativas entre los grupos. Los hallazgos demuestran que un entorno educativo digital estructurado que integra herramientas basadas en IA mejora significativamente la preparación profesional. El estudio valida empíricamente un modelo multicomponente de formación de la preparación y respalda la eficacia pedagógica de la integración de IA en la educación superior. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
