FRONESTICAL APPROACH TO THE FORMATION OF PROFESSIONAL RESPONSIBILITY OF FUTURE SPECIALISTS OF TECHNICAL SPECIALTIES: MONITORING BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES
DOI:
https://doi.org/10.25128/2520-6230.22.1.13Keywords:
information and communication technologies, professional responsibility , students of engineering specialties, phronestic approach, strategy of teaching social sciences in higher educationAbstract
The rapid development of information and communication technologies (ICT) and their active use in the educational process has been hugely intensified by the COVID-19 pandemic. In the process of acquiring generic and specific competencies and determining learning outcomes, it is important to develop a system of observations that will allow to respond quickly to problems arising in educational practice. The article presents the results of monitoring the ability to make responsible decisions by future specialists of engineering specialties. The virtual educational environment ATutor of Ternopil Ivan Pulyuy National Technical University (Ukraine), created on the basis of the learning management system, has been used for data collection. The results of the study led to identifying the differences in the algorithm of responsible decision-making by students of engineering specialties depending on gender, year of study and the specifics of the chosen specialty. All these factors are to be taken into account in pedagogical practice for the formation of professional responsibility. A phronestic approach to understanding the content and essence of professional responsibility in the anthropogenic environment has been discussed. This approach takes into consideration the specifics of ethical knowledge and focuses on sustainable individual priorities to determine personal responsibility in a particular situation in accordance with social needs. The necessity of reconsideration of responsibility as an element of phronestic knowledge is substantiated; its importance in the training of future engineering specialists is specified. Prospects for further research on the use of the phronestic approach in professional pedagogy are formulated, the results of which can serve as guidelines for modernizing the strategy of teaching social sciences in higher education.References
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