Conceptual model of system analysis of the quality of vocational teacher training

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dc.contributor.authorOleksandr Derevyanchuk
dc.date.accessioned2025-12-04T11:22:57Z
dc.date.available2025-12-04T11:22:57Z
dc.date.issued2025-06-23
dc.description.abstractThe article presents a conceptual model of system analysis of the quality of vocational teacher training, which is developed taking into account current challenges in vocational education and the need to increase the efficiency of pedagogical staff training. The purpose of the article is to develop a conceptual model of system analysis of the quality of vocational teacher training, which makes it possible to identify, structure, and represent cause-and-effect relationships between key components of the educational process to increase its effectiveness. Special attention is paid to the integration of digital technologies and methods of educational data mining into the modelling process. The model is intended to provide scientifically grounded management of education quality through the construction of an effective structure of concepts (input, intermediate, and output parameters), their interaction, and influence on competencies and the results of theoretical and practical training of future teachers. Theoretical methods were used in the article to analyse scientific works, as well as empirical methods, in particular a pedagogical experiment aimed at implementing models and technologies of system analysis of the quality of vocational teacher training. A conceptual model of system analysis has been developed, which makes it possible to take into account the educational system’s input, intermediate, and output concepts, reflecting their interconnections and dependencies. It has been established that the quality of vocational teacher training largely depends on the following concepts: educational achievements, learning styles of higher education students, employers’ requirements, educational data mining, level of requirements for educational achievements, digital technologies, cost of education, methodological approaches, STEM projects, motivation of higher education students, material and technical support, competencies, effectiveness of theoretical training, and effectiveness of practical training. It has been determined that a holistic understanding of the interconnections between these concepts contributes to substantiated decision-making regarding the improvement of future teacher training. The model makes it possible to identify weak points in the educational process, formulate scientifically grounded recommendations, and implement effective management mechanisms. It has been proved that the developed conceptual model of system analysis of the quality of vocational teacher training makes it possible to comprehensively cover all key components of the educational process, establish cause-and-effect relationships between them, and determine ways to improve its effectiveness. The application of a system-based approach allows not only objectively assessing the quality of higher education students’ training but also formulating scientifically grounded managerial decisions regarding its improvement. As a result of the conducted research, it has been established that the application of system analysis of the quality of vocational teacher training is an effective means of identifying, structuring, and optimising the key factors that influence the quality of the educational process. A conceptual model of system analysis has been developed, which makes it possible to take into account input, intermediate, and output concepts of the educational system, reflecting their interconnections and dependencies. Special attention is paid to the analysis of students’ educational achievements, learning styles, employers’ requirements, digital technologies, methods of educational data mining, as well as resource provision and implementation of STEM projects. It has been determined that a holistic understanding of the interconnections between these concepts contributes to substantiated decision-making regarding the improvement of future teacher training. It has been concluded that the developed model makes it possible to identify weak points in the educational process, formulate scientifically grounded recommendations, and implement effective management mechanisms. Thus, system analysis serves not only as a research method but also as a tool for strategic planning and improving the quality of vocational education.
dc.identifier.issn3041-2196 (print)
dc.identifier.issn3041-220X (online)
dc.identifier.urihttps://ir.duan.edu.ua/handle/123456789/6396
dc.language.isoother
dc.publisherAlfred Nobel University
dc.subjectсистемний аналіз
dc.subjectякість освіти
dc.subjectпедагоги професійного навчання
dc.subjectконцептуальна модель
dc.subjectінтелектуальний аналіз освітніх даних
dc.subjectцифрові технології
dc.subjectsystem analysis
dc.subjectquality of education
dc.subjectvocational education teachers
dc.subjectconceptual model
dc.subjecteducational data mining
dc.subjectdigital technologies
dc.titleConceptual model of system analysis of the quality of vocational teacher training
dc.title.alternativeКонцептуальна модель системного аналізу якості підготовки педагогів професійного навчання
dc.typeArticle

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Alfred Nobel University Journal of Pedagogy and Psychology