УДК 378.014.6:377.36:005.6(510)
DOI: https://doi.org/10.59694/ped_sciences.2026.25.042
EDAGOGICAL MANAGEMENT IN THE SYSTEM OF TRAINING FUTURE SPECIALISTS AT POLYTECHNIC COLLEGES OF THE PEOPLE’S REPUBLIC OF CHINA
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TVEREZOVSKA Nina Trokhymivna – Doctor of Pedagogical Sciences, Professor, Professor of the Department of Social Work and Rehabilitation, National University of Life and Environmental Sciences of Ukraine.
ORCID іD: http://orcid.org/0000-0002-0672-9308
SHAO Chao – a PhD student at the third (educational and scientific) level of higher education at the National University of Life and Environmental Sciences of Ukraine.
ORCID іD: https://orcid.org/0009-0000-8875-0209
Abstract:
The article examines the problem of improving the quality of professional training for students under the conditions of modernisation of technical and vocational education in China, digital transformation of learning, and strengthening interaction between educational institutions and enterprises. To achieve the research objective, an analysis of scientific sources, a synthesis of international approaches to the development of vocational education, a survey of students and teaching staff, as well as quantitative and qualitative processing of the obtained results were used. The empirical study was structured around thematic blocks covering the organisation of the educational process, the practical orientation of training, digitalisation, STEM-oriented approaches, partnerships with enterprises, and the assessment of training quality. It was found that the greatest influence on the quality of professional training is exerted by the practical orientation of learning, interaction with enterprises, digital renewal of the educational process, and regular adjustment of the content of educational programmes in accordance with labour market needs. It was established that industrial practice, project-based learning, analysis of production cases, digital modelling of professional situations, and the involvement of practicing specialists contribute to the formation of professional autonomy, technological flexibility, and students’ readiness for future professional activity. It was determined that digital tools are most effective when used not sporadically but as a means of modelling technical processes, organising laboratory work, analysing learning outcomes, and supporting the individual progress of students. The impact of partnerships with enterprises on aligning training content with real production requirements and enhancing the competitiveness of graduates was assessed. Problematic areas were identified, including the uneven use of digital technologies, the formality of certain types of practical training, the lack of clear criteria for assessing practical competencies, and the limited individualisation of educational trajectories. It is substantiated that further research should focus on the development of a comprehensive model for quality management of specialist training, including the definition of its criteria, indicators, and implementation mechanisms.
Keywords: professional training; management; digital learning; practice-oriented education; partnership with employers; quality of competencies; technical skills.
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