Abstract
The article examines the professional training of future software engineers in higher education institutions in the context of the implementation of the Sustainable Development Goals set by the UN General Assembly, as well as the Education for Sustainable Development (ESD) principles. A number of contradictions that arise in the course of this training are mentioned on the example of training of future object-oriented programming engineers. The UNESCO documents on education for sustainable development, scientific sources on the professional training of future software engineers, as well as the integration of sustainable development into relevant educational programs are analyzed. The methodology and results of experimental work carried out with the aim of overcoming existing contradictions, promoting sustainable development of information technology education and implementation of ESD principles in the process of professional training of future software engineers are presented. In particular, the organizational and methodological conditions, that were implemented into the educational process, and experimental data are presented. The effectiveness of the experimental work was proved by statistical verification of the reliability of the obtained data.
Highlights
The achievement of the Sustainable Development Goals set in 2015 by the UN General Assembly [1] is linked to the training of highly qualified professionals from all sectors of the economy who are capable of reflection, professional mobility and lifelong learning, aware of responsibility for the results of their activities
In order to increase this level, the educational process and the study of object-oriented programming had to be organized in such a way as to ensure the acquisition and completeness of students’ acquisition of basic and special knowledge of OOP, the effective formation in them of OOP skills and ability to use them in the process of development of various types of software projects, persistent high motivation to study OOP, its further use in professional activity, and self-improvement in this field in terms of programmatic development, formation of ability to evaluate and responsible attitude to the results of their work and role in the team
The empirical data obtained during the formative stage of the pedagogical experiment gave reason to make the following generalizations: 1) the overall level of future software engineers’ competence has increased: in both groups the increase in the number of students at the professional and high levels, as well as the increase in the average values of the indicators of the components of professional competence, but the changes in the experimental group were more significant; 2) the final levels of the components of students’ professional competence in the experimental group exceeded the corresponding indicators in the control group
Summary
The achievement of the Sustainable Development Goals set in 2015 by the UN General Assembly [1] is linked to the training of highly qualified professionals from all sectors of the economy who are capable of reflection, professional mobility and lifelong learning, aware of responsibility for the results of their activities. In order to ensure that the level of professionalism of graduates of these specialties corresponds to the requirements of society, effective procedures of updating the content, forms, methods and means of training should be implemented in higher education institutions on the basis of systematic monitoring of the state of the industry and a balanced combination of fundamental, applied and humanitarian components of higher education. Purpose of the article: to present the results of experimental work carried out with the purpose of overcoming the mentioned contradictions, promoting sustainable development of IT education and implementation of ESD principles in the process of professional training of future software engineers
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