- Шусть, Василь Володимирович (orcid.org/0000-0002-0094-1121) (2025) Developing teachers’ professional competence through role-playing technology 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. 109-112. ISBN 978-966-330-455-7
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Abstract
Relevance. In the context of ongoing military conflict and rapid digital transformation in education, there is an urgent need to enhance the professional competence of college lecturers who must operate effectively under conditions of uncertainty, crisis, and technological change. Key qualities such as emotional intelligence, communication flexibility, critical thinking, and reflective capacity are increasingly essential. Among innovative pedagogical technologies, role-playing simulation stands out as a powerful tool for developing practical skills, simulating complex professional scenarios, and fostering teaching mastery. The integration of digital tools—such as collaborative platforms, virtual reality (VR), and hybrid facilitation methods—significantly enhances the effectiveness of this approach by ensuring authenticity of experience and providing a safe environment for practicing challenging interactions. Objective. To explore role-playing simulation as a means of developing the professional competence of college lecturers through the modeling of realistic professional situations, the application of industry-specific methodologies, and the integration of digital technologies. Methods. Theoretical analysis of pedagogical sources, systematization of role-playing practices in professional education, description of specific techniques ("three-color argument," "mild disorientation," "reverse scenario"), analysis of case studies in creating diegetic spaces across different fields (agricultural, medical, technical), and examination of the potential of VR simulations and hybrid facilitation models. Results. It was found that role-playing simulation, implemented through structured stages—defining educational goals, modeling professional situations, creating a diegetic space, managing the gameplay, and conducting deep reflection—effectively promotes the development of professional competencies. An enhanced debriefing method, the "progress scale" technique, is proposed to stimulate self-reflection and self-education. Concrete examples are provided of applying the technology for lecturers in agricultural, medical, and technical fields, including the use of VR simulations for training difficult conversations with patients' relatives, which significantly improves empathy and self-regulation. Conclusions. Role-playing simulation, especially when combined with digital tools, is an effective method for the professional development of college lecturers. It provides an immersive, authentic, and safe learning experience, fosters not only professional but also socio-emotional competencies, increases adaptability to modern challenges, and prepares educators for effective performance in the context of a digital society and wartime/post-war transformations.
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