Keyword: «pedagogical model»

The relevance of studying the issue of modeling is determined by the increasing attention to this method in pedagogical science, as well as its significant potential for resolving pedagogical problems. Due to its versatility and wide range of capabilities, modeling enables the study of all aspects of the educational process, allowing us to represent its fundamental features through generalized formalized models. An analysis of the scientific literature revealed a lack of research devoted to a comprehensive study of pedagogical models for developing student teachers' readiness for educational activities. The aim of this study was to identify the type and implemented functions of pedagogical models for developing student teachers' readiness for educational activities. The study used general logical methods of cognition: analysis of scientific literature, synthesis, comparison, modeling, generalization, classification, as well as content analysis of dissertations related to the issues raised. The study materials included two doctoral and 11 candidate dissertations, which presented models for preparing student teachers for educational activities. It was found that the model for developing readiness for educational activities was best represented schematically, in logical-linguistic form. This allows for the understanding of not only the concept's content but also the logic of its implementation stages and the main components of this system. Furthermore, it is better to use a structural-functional or conceptual model to reflect the process of developing readiness for educational activities. The study also identified the functions performed by each model and identified the shortcomings of the models considered. The practical significance of the study lies in its analysis of existing pedagogical models for preparing student teachers for educational activities, identifying the functions performed, and classifying them. The obtained results create the preconditions for an in-depth analysis of the content, structure, and functions of these models, contributing to the formation of a holistic understanding of modeling the process of preparing student teachers for educational activities. The identified shortcomings allow for the adjustment of existing approaches and the improvement of the effectiveness of the modeling process.

The relevance of the study is determined by the need to improve the effectiveness of foreign language competence development among students of non-linguistic technical universities in the context of the digital transformation of higher education. Although artificial intelligence technologies are being actively introduced into language instruction, most studies focus primarily on their instrumental capacities, while the mechanisms of their systemic pedagogical integration remain insufficiently elaborated. As a result, a gap persists between the potential of AI and the absence of models capable of ensuring the coordinated development of the cognitive, communicative, and operational components of foreign language competence. The aim of the study was to design and test a pedagogical model for the development of foreign language competence among students of non-linguistic technical universities based on the functional integration of artificial intelligence technologies into the traditional educational process. The methodological framework consisted of a longitudinal quasi-experimental design with repeated measurements (T0–T4). The study involved 120 students (experimental group – 69; control group – 51). Assessment was conducted using an analytical rubric, and statistical analysis included both parametric and non-parametric methods with Holm–Bonferroni correction. The findings indicate that implementation of the model is associated with a more pronounced positive dynamic in the development of foreign language competence compared to traditional instruction (p < 0.01). A shift in its developmental trajectory was identified, encompassing adaptive, integrative, and productive phases. Functional differentiation of AI roles–dialogue partner, adaptive trainer, intelligent co-author, personal tutor, and reflective tool–facilitates the coordinated development of competence components and enhances the manageability of educational dynamics. The scientific novelty of the study lies in substantiating a model in which artificial intelligence technologies are conceptualized as a means of structurally organizing learning activity rather than as auxiliary digital tools. Its theoretical significance consists in clarifying the principles of pedagogical integration of AI into the process of foreign language competence development. The practical significance is determined by the applicability of the model in designing language training for students of non-linguistic universities and in developing adaptive educational tools.