Criteria for evaluating the effectiveness of technologies for developing professional competence of vocational college teachers

- Тітова, О.А. (orcid.org/0000-0002-6081-1812) (2025) Criteria for evaluating the effectiveness of technologies for developing 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. , 1 . ХНУ, м. Хмельницький, Україна, pp. 36-37. ISBN 978-966-330-455-7

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Abstract

Relevance. In the context of profound educational transformation driven by war, digitalization, and the urgent need for national recovery, the quality of preparing middle-level specialists – technicians, managers, and technologists – in Ukrainian vocational colleges is paramount. The effectiveness of this process hinges critically on the professional competence of lecturers. While innovative pedagogical technologies are essential for modernization, their true impact can only be determined through a scientifically grounded, comprehensive assessment system. Traditional evaluation methods often focus on superficial indicators or isolated outcomes, failing to capture the multidimensional nature of technological effectiveness, which encompasses content, methodology, organizational structure, personal growth, and broader social consequences within the unique context of crisis and reconstruction. Objective. To develop and theoretically substantiate a multidimensional system of criteria for evaluating the effectiveness of pedagogical technologies designed for the professional competence development of vocational college lecturers, ensuring a holistic and objective assessment of their impact. Methods. Theoretical analysis of pedagogical, methodological, and scientific literature on the evaluation of pedagogical innovations; systematization of international best practices (DigCompEdu, EQF); comparative analysis of approaches to assessing technological effectiveness; synthesis of key factors influencing successful innovation implementation in vocational education. Results. A four-dimensional system of criteria for evaluating the effectiveness of pedagogical technologies is proposed: Content-Goal-Oriented Criteria: Assess the alignment of the technology with the goals of professional competence development, its scientific basis, systematic and logical structure, relevance to current educational and professional demands, practical significance, and its ability to stimulate reflective thinking and self-development. Organizational-Methodological Criteria: Evaluate the technology's technological structure, optimal selection of methods and forms, adaptability to specific institutional contexts, interactivity and communicativeness, resource availability, and manageability, answering the practical question of its feasibility and implementation quality. Resultative-Quality Criteria: Measure the direct outcomes, including the level of developed professional competencies, the dynamics of professional growth, the quality of teaching practice, the innovativeness of adopted methods, the sustainability of results, and their representativeness across the teaching staff. Socio-Humanistic Criteria: Examine the broader social, cultural, and value-based impacts, such as lecturer motivation and engagement, participant satisfaction, the formation of professional communities, social significance, alignment with ethical and humanistic values, and the long-term sustainability of positive social effects on the college climate and trust in the institution. Conclusions. The proposed multidimensional system provides a comprehensive framework for moving beyond intuitive or single-indicator assessments. It enables an objective evaluation of whether a pedagogical technology genuinely contributes to the professional growth of lecturers, enhances the quality of the educational environment, and improves the preparation of future specialists. By systematically analyzing content, process, outcomes, and social impact, this approach transforms assessment from a mere control mechanism into a strategic instrument for fostering innovation, ensuring accountability, and supporting the long-term modernization of Ukrainian vocational education in wartime and postwar contexts.

Item Type:	Book Section
Keywords:	pedagogical technology; professional competence; vocational college teacher; effectiveness criteria; professional development; pedagogical innovation; evaluation system.
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 > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction 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:	27 Nov 2025 10:57
Last Modified:	27 Nov 2025 10:57
URI:	https://lib.iitta.gov.ua/id/eprint/747349

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