THEORETICAL SUBSTANTIATION OF PEDAGOGICAL CONDITIONS FOR AGILE-ORIENTED TRAINING OF FUTURE IT SPECIALISTS FOR PROFESSIONAL ACTIVITY

Abstract

Introduction. The transition to Industry 4.0, the rapid spread of artificial intelligence technologies, and the growing pace of change in the IT sector have substantially transformed the requirements for the professional training of future IT specialists. Under these conditions, traditional models of higher education no longer fully meet the need to prepare professionals who can work in teams, respond flexibly to change, continuously update their knowledge, and achieve practical results in a dynamic digital environment.
Purpose. The purpose of the article is to provide a theoretical substantiation of the pedagogical conditions for Agile-oriented training of future IT specialists for professional activity.
Methods. The study is based on the analysis, comparison, systematization, and generalization of scholarly sources on professional training, readiness for professional activity, pedagogical conditions, Agile-oriented learning, teamwork, feedback, and practice-oriented IT education.
Results. The article analyzes current scholarly approaches to the professional training of future IT specialists and clarifies the essence of readiness for professional activity as an integrative personal characteristic. The structure of such readiness is specified through four interconnected components: psychological, cognitive-intellectual, social, and practical-activity. The psychological component reflects motivation for professional development, self-regulation, emotional intelligence, stress resistance, creativity, and the ability to make well-grounded decisions under conditions of uncertainty. The cognitive-intellectual component includes professional knowledge, analytical abilities, logical thinking, information processing skills, and the capacity to update knowledge in response to technological change. The social component encompasses teamwork skills, professional communication, ethical awareness, and responsibility for a shared result. The practical-activity component covers the ability to apply professional knowledge, tools, technologies, and standards in solving practice-oriented tasks in conditions close to the real IT environment. Based on the analysis of scholarly literature, the content of the concept of pedagogical conditions is clarified, and pedagogical conditions of Agile-oriented learning are understood as a set of purposefully created circumstances within the educational process that ensure the effective implementation of Agile principles, support teamwork, adaptability, reflection, iterative progress, and the practice-oriented character of training. Four pedagogical conditions for Agile-oriented training of future IT specialists for professional activity are theoretically substantiated: organization of the educational process on the basis of iterativity, flexible planning, and step-by-step achievement of results; involvement of students in team project interaction under conditions of shared responsibility for the result; provision of continuous feedback, reflection, self-assessment, and peer assessment; practice-oriented design of training content using digital tools close to the real IT environment.
Originality. The originality of the study lies in substantiating pedagogical conditions for Agile-oriented training through their correlation with the structure of readiness for professional activity and in revealing their role in the formation of its psychological, cognitive-intellectual, social, and practical-activity components.
Conclusion. he substantiated pedagogical conditions collectively ensure the flexibility, integrity, and practical effectiveness of Agile-oriented training of future IT specialists for professional activity. The results can serve as a theoretical basis for designing a model of such training, specifying criteria and indicators of readiness formation, and further experimental verification in higher education institutions.