MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
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ENHANCING THE PROFESSIONAL COMPETENCE OF PROSPECTIVE
SPECIALISTS THROUGH WEB TECHNOLOGY-BASED LEARNING
ENVIRONMENTS
Yuldashev Ulmasbek Abdubanapovich
Guliston davlat universiteti katta o'qituvchisi
Egamberdiyeva Ra’no Suyun qizi
Guliston davlat universiteti magistranti
https://doi.org/10.5281/zenodo.15460902
Abstract:
In the rapidly evolving digital era, fostering the professional
competence of prospective specialists requires innovative approaches in
education. This study explores the effectiveness of web technology-based
learning environments in enhancing various aspects of professional competence
among university students. Through an experimental design involving control
and experimental groups, undergraduate students from IT and engineering
fields participated in blended and traditional learning environments. The
findings indicate that integrating web technologies such as LMS platforms,
collaborative tools, and real-time code editors significantly improves technical,
communicative, and problem-solving competences. This research underscores
the critical role of digital tools in shaping adaptive, skilled professionals for the
modern workforce.
Keywords:
professional competence, prospective specialists, web
technologies, digital learning environments, blended learning, higher education,
online education, interactive learning.
Introduction
In recent decades, the global shift towards digitalization has led to
transformative changes in education. The traditional classroom model, once
centered on instructor-led lectures and static resources, is giving way to
dynamic, technology-integrated learning environments. This shift is particularly
important in the training of
prospective specialists
in fields such as
Information Technology (IT)
, engineering, and digital media, where
professional competence is not only defined by theoretical knowledge but also
by the ability to apply skills in digital contexts. Professional competence is a
multi-dimensional construct that includes technical expertise, critical thinking,
communication, teamwork, and lifelong learning skills. Developing such a
competence requires pedagogical models that go beyond textbook learning and
embrace real-time, task-based, and collaborative tools.
Web technology-based
learning environments
including platforms like Moodle, GitHub, Replit, Figma,
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and others have the potential to bridge the gap between theory and practice by
offering interactive, customizable, and scalable learning experiences.
This paper aims to examine how these digital learning tools and platforms
can enhance the professional competence of future specialists. It addresses the
following research questions:
How does the integration of web technologies affect students’ technical and
cognitive skills?
What is the impact of digital tools on the development of soft skills such as
communication and collaboration?
Can web-based learning environments provide a sustainable model for
professional competence development?
Methodology
Research Design
This study followed a
mixed-methods quasi-experimental design
over
the course of a 12-week academic semester. The approach combined
quantitative assessments of students’ progress with qualitative feedback to
ensure comprehensive analysis.
Participants
A total of 80 undergraduate students from the Faculty of Information
Technology at a large public university participated in the study. They were
randomly assigned to either:
Control Group
(n=40): Traditional face-to-face learning with minimal
digital integration.
Experimental Group
(n=40): Blended learning using web-based platforms,
online modules, and collaborative tools.
All participants had similar academic backgrounds, and prior experience in
basic computer skills was ensured through a preliminary assessment.
Learning Tools and Platforms Used
The experimental group was exposed to the following tools:
Learning Management System (LMS)
: Moodle for assignments, quizzes,
and forums.
Collaborative Coding Platforms
: Replit, GitHub Classroom for real-time
coding tasks.
Communication Tools
: Slack and Zoom for team discussions and
instructor feedback.
Project Management
: Trello and Notion for group projects and time
management.
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Data Collection
The following instruments were used:
Pre-test and Post-test
to evaluate improvements in core technical
competencies.
Self-assessment surveys
using a 5-point Likert scale focusing on digital
skills, teamwork, communication, and time management.
Instructor observation checklists
to track participation, innovation, and
collaboration.
Focus group interviews
to gather qualitative insights on learning
experiences.
Data Analysis
Quantitative data were analyzed using
paired t-tests
and
ANOVA
to
determine statistical significance. Thematic analysis was applied to qualitative
responses to extract patterns and perceptions about the learning environment.
Results
Quantitative Results
Statistical analysis of pre- and post-test results revealed the following:
The
experimental group
showed a
35% average improvement
in
technical competence (coding, debugging, and software development tasks).
The
control group
improved by only
12%
, primarily in theoretical
understanding.
ANOVA results
indicated a statistically significant difference between the
groups (F = 9.47, p < 0.01).
Competency Area
Control Group (%) Experimental Group (%)
Technical Skills
+12%
+35%
Problem Solving
+10%
+28%
Communication Skills
+7%
+30%
Teamwork/Collaboration
+5%
+32%
Qualitative Results
Focus group interviews revealed several themes:
Increased autonomy and motivation
: Students appreciated the flexibility
to learn at their own pace.
Higher engagement
: Gamified assessments and interactive code reviews
enhanced participation.
Better collaboration
: Students found tools like GitHub and Slack useful for
managing group tasks effectively.
Sample student feedback:
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"I never realized how coding in a team would work until we used GitHub. Now
I feel confident in joining real software teams."
Discussion
The findings support the hypothesis that
web-based learning
environments significantly enhance professional competence
among
prospective specialists. The integration of digital tools facilitates:
Active Learning
: Students are no longer passive recipients of knowledge
but active participants through simulations, live projects, and online
collaboration.
Real-World Readiness
: Using industry-standard tools prepares students
for professional environments.
Lifelong Learning Attitudes
: Web tools promote self-regulated learning, a
critical skill in today’s fast-evolving job markets.
This study also suggests that professional competence is not just technical
ability but includes soft skills like leadership, adaptability, and digital
communication skills that can be nurtured in well-designed web-based
environments.
Challenges noted included the
digital divide
, with some students lacking
stable internet or advanced devices. Additionally, instructors needed training to
effectively facilitate online learning experiences.
Conclusion
This research concludes that
web technology-based learning
environments provide a powerful framework for enhancing the
professional competence of prospective specialists
. By fostering technical
skills, communication abilities, and collaborative mindsets, such environments
offer a comprehensive approach to modern education.
For educational institutions, this implies a need for:
Investing in robust digital infrastructure,
Training faculty in digital pedagogy,
Continuously evaluating and updating web-based curricula to align with
industry trends. Further studies are recommended to explore the long-term
impact of these environments and their adaptability to various disciplines and
cultural contexts.
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