PROBLEM-BASED LEARNING TECHNOLOGY AS A MEANS OF ACTIVATING THE COGNITIVE ACTIVITY OF LEARNERS

Abstract

Relevance: In the context of the full-scale war caused by the armed aggression of the Russian Federation, the Ukrainian education system is undergoing profound transformations, particularly in the sphere of training future specialists for economic recovery and sustainable development. The task of forming learners capable of critical thinking, independent action, making informed decisions, and adapting to rapidly changing conditions is gaining particular importance. In this context, the implementation of learning technologies that meet the challenges of Industry 4.0 and promote the activation of cognitive activity becomes relevant. Problem-based learning, focused on setting learning tasks that require search and analytical work, proves to be an effective means of developing professional-critical competencies of vocational pre-higher education learners.

Aim: To investigate problem-based learning technology as a tool for activating the cognitive activity of vocational pre-higher education learners in the context of preparing for professional activities in conditions of digital transformation and societal challenges.

Methods: Theoretical methods (analysis and generalization – for processing scientific and pedagogical sources on problem-based learning, identifying leading approaches to its organization); comparative analysis – for studying modern pedagogical practices in vocational pre-higher education institutions, comparing traditional and innovative teaching models; systematization of empirical data from educational practice – for substantiating the conditions for the effective use of problem-based learning, considering the needs of learners and the realities of martial law.

Results: It has been proven that the use of problem-based learning technology ensures an increase in motivational interest, the development of reflective thinking, and the formation of the ability to independently solve educational and production tasks. The structural components of the technology are analyzed, and the conditions for its effective application in the training of new generation specialists are determined.

Conclusions: Problem-based learning contributes to the realization of the educational goal in the field of vocational pre-higher education – the training of competitive, mobile, critically thinking specialists capable of acting effectively in the conditions of Industry 4.0. They also take an active part in the restoration of the state during wartime and post-war transformations.