- Pryhodii, Mykola (orcid.org/0000-0001-5351-0002) and Radkevych, Olexandr (orcid.org/0000-0002-2648-5726) (2026) Intensification of vocational training for learners via SMART technologies Professional Pedagogics, 1 (32). pp. 3-17. ISSN 2707-3092
![[thumbnail of PP2026.pdf]](https://lib.iitta.gov.ua/style/images/fileicons/text.png "PP2026.pdf") |
Text
PP2026.pdf Download (719kB) |
Abstract
Relevance: The contemporary global educational architecture is undergoing a radical shift toward "Vocational Education 4.0," driven by the requirements of Industry 4.0 and systemic digital transformation. In Ukraine, this process is critically compounded by martial law, energy instability, and the urgent need for economic resilience, which necessitate innovative tools to ensure instructional continuity. Traditional pedagogical methods often struggle to maintain instructional pace and quality amidst these high-stress environments. A significant research gap exists regarding the systemic integration of SMART complexes, not as peripheral aids, but as primary instruments for the intensification of training. Addressing this gap is vital for aligning national vocational standards with the European educational space while compensating for physical infrastructure limitations. Purpose: This study aims to theoretically substantiate and empirically evaluate the potential of AI-enhanced SMART technologies as strategic tools for intensifying vocational training. The objective is to develop a conceptual model that optimizes learning efficiency and professional competence development amidst digital challenges and security risks. Methods: The research followed a phased mixed-methods design, integrating theoretical analysis with large-scale empirical investigation. Initially, an epistemological analysis of SMART education and Industry 4.0 literature was conducted to identify key theoretical pillars. The empirical stage involved a nationwide survey of 4,645 vocational educators across all macro-regions of Ukraine, ensuring high territorial and expert representativeness – with over 73% of participants possessing ten or more years of professional experience. Data analysis focused on the efficacy of digital tools under martial law, the dominant forms of learning organization, and technological barriers. Finally, structural-logical modelling was employed to synthesise these findings into a four-block conceptual framework, integrating adaptive algorithms and predictive learning analytics to ensure instructional precision and reproducibility. Results: Empirical findings reveal that SMART complexes serve a critical stabilising function, with 86.1% of educators reporting a significant or moderate acceleration in knowledge and skill acquisition. Furthermore, 67.3% of respondents evaluated these technologies as highly effective for maintaining educational continuity under martial law conditions. Intensification is achieved through immediate feedback loops, the automation of routine assessments, and the personalization of learning trajectories. The study proposes a comprehensive four-block conceptual model: 1) a techno-adaptive infrastructure utilizing VR/AR and adaptive modules; 2) an analytical-predictive block that monitors the "digital footprint" of learners; 3) a personalized support system powered by generative AI and intelligent tutors; and 4) a result-competency output aligned with labour market demands. While 75.8% of participants acknowledge the positive impact of AI on educational quality, significant systemic barriers – specifically unstable connectivity, energy disruptions, and varying levels of digital fluency among staff – remain primary challenges to full-scale implementation. Conclusions: The study concludes that intensifying vocational training via SMART technologies represents a systemic educational evolution rather than a mere technological upgrade. The proposed model facilitates a transition toward "anticipatory training," transforming the educator’s role from a transmitter of knowledge into a designer of educational experiences. Effective implementation requires a dual-track strategy: upgrading institutional digital infrastructure and fostering strategic digital self-regulation among learners. Theoretically, this research bridges the gap between adaptive learning theories and vocational didactics. Practically, the results provide a scalable blueprint for modernising VET systems in crisis-affected regions, establishing new standards for resilient and technologically advanced human capital development.
Downloads
Downloads per month over past year
Actions (login required)
 |
View Item |