Application of game-based project design in the development of professional competence of vocational college teachers

- Мося, І.А. (orcid.org/0000-0001-7641-3352) (2025) Application of game-based project design in the development of professional competence of vocational college teachers In: Професійне становлення особистості: проблеми і перспективи = Profesional Development of Personality: Problems and Perspectives : матеріали доп. ХІІІ міжнар. наук.-практ. конф., м. Хмельницький, 06–07 листоп. 2025 р.: у 2 ч. , 2 . ХНУ, м. Хмельницький, Україна, pp. 70-72. ISBN 978-966-330-455-7

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Abstract

Relevance. In the context of the full-scale war and the urgent need for national reconstruction, Ukrainian vocational colleges face the critical challenge of significantly enhancing the quality of training for middle-level specialists – technicians, managers, and technologists – essential for economic recovery. The effectiveness of this process hinges on the professional competence of lecturers, who must operate in highly dynamic, crisis-affected environments characterized by infrastructure damage, psychological strain, and disrupted learning. Traditional approaches to organizing the educational process have proven inadequate. There is a pressing need for innovative, systemic pedagogical strategies that enable lecturers to prepare patriotic, well-rounded, and highly skilled graduates, even within hybrid and resource-constrained settings. The quality of continuous professional development for lecturers, including the design of qualification improvement programs, directly impacts the entire educational ecosystem. Objective. To investigate the application of game-based project design as an effective tool for developing the professional competence of lecturers in Ukrainian vocational colleges, considering the challenges of wartime and post-war transformation. Methods. Theoretical analysis of pedagogical literature on active learning methods and project-based learning; systematization of international best practices; practical application and verification of the game-based project design technology during a regional experimental project at Nemishayiv Professional College of NUPES (May–September 2025). Results. The study confirms that game-based project design, which integrates the principles of project methodology with structured role-playing and simulation, is a highly effective pedagogical technology. The process involves distinct stages: presenting a complex, real-world problem; dividing participants into small teams to develop project solutions; conducting expert reviews; simulating a scientific-technical council for public project defense; and concluding with comprehensive reflection. This approach fosters not only subject-specific knowledge and skills but also crucial competencies such as teamwork, critical thinking, decision-making, public presentation, and creative problem-solving. Key requirements for successful implementation were identified: the activity must be engaging and dynamic while maintaining a strong cognitive focus; participants must understand the balance between simulation and improvisation; a safe atmosphere must be cultivated to allow for free communication, the expression of dissenting opinions, constructive criticism, and consensus-building. The experiment demonstrated that this method successfully develops lecturers' ability to manage complex, authentic professional scenarios. Conclusions. Game-based project design is a highly effective strategy for enhancing the professional competence of vocational college lecturers. It provides an immersive, practice-oriented, and engaging learning experience that mirrors the complexities of real-world professional challenges. Its implementation fosters the development of a comprehensive set of modern competencies – including adaptability, resilience, innovation, and collaborative skills – that are essential for preparing future-ready specialists. By transforming professional development from a passive, theoretical exercise into an active, experiential simulation, this technology empowers lecturers to become more effective educators, directly contributing to the quality of vocational education and the broader goals of national recovery and modernization.

Item Type:	Book Section
Keywords:	vocational college teacher; professional competence; game-based project design; active learning methods; project method; professional development; pedagogical game; team interaction.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 377 Specialized instruction. Vocational, technical, professional training. Vocational colleges, institutes. Polytechnics
Divisions:	Institute of Vocational Education > Department of Professional Pre-Higher Education
Depositing User:	старший науковий співробітник Василь Володимирович Шусть
Date Deposited:	26 Nov 2025 10:34
Last Modified:	26 Nov 2025 10:34
URI:	https://lib.iitta.gov.ua/id/eprint/747348

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