Formation of Information Culture of Vocational Education Specialists

Oksana P. Voitovych

1 a

, Roman M. Horbatiuk

2 b

, Ihor S. Voitovych

1 c

Mariya P. Shyshkina

3,4 d

and Nadiia M. Shostakivska

5 e

Rivne State University of Humanities, 12 Stepana Bandery Str., Rivne, 33028, Ukraine

Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 M. Kryvonosa Str., Ternopil, 46027, Ukraine

Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho

Str., Kyiv, 04060, Ukraine

National University of Life and Environmental Sciences of Ukraine, 15 Heroyiv Oborony Str., Kyiv, 03041, Ukraine

Ternopil Ivan Puluj National Technical University, 56 Ruska Str., Ternopil, 46001, Ukraine

Keywords:

Vocational Education, Specialists, “Digital Technologies”, “Sphere of Service (Tourist Service)”, Information

Culture.

Abstract:

This article reﬂects the system of multilevel continuing professional teaching of vocational education special-

ists. The basic principles of this process are investigated and the structure of training of vocational education

specialists is determined by means of the analysis of the state standards of preparation of graduates in a spe-

cialty “Professional education”, educational programs and curricula. There is made comparative analysis of

the maintenance of preparation of graduates of a specialty “Professional education” on specializations “Digital

technologies” and “Sphere of service (Tourist service)” for formation of their information culture.

1 INTRODUCTION

Main peculiarities of modern society is informatiza-

tion of all spheres of human life: from simple doc-

ument management to solving complex production

problems (Fedorenko et al., 2019). Herewith, of great

importance is the interaction of all members of soci-

ety with various computer technologies for informa-

tion processing. However, the average level of com-

puter training of the adult population today is insuf-

ﬁcient to meet the growing needs of both production

and service. The modern labor market, which was

being intensively transformed in the conditions of a

pandemic, puts forward new requirements to the con-

tent and process of professional training. After all,

today the employer needs a specialist who has deep

knowledge not only in the ﬁeld of professional activ-

ity, but also in information technology. In modern ed-

ucation, it is unthinkable to train professionals who

cannot using information technology. At the same

https://orcid.org/0000-0003-3056-861X

https://orcid.org/0000-0002-1497-1866

https://orcid.org/0000-0003-2813-5225

https://orcid.org/0000-0001-5569-2700

https://orcid.org/0000-0002-7732-6186

time, the speciﬁcity of computer technologies lies in

their intensive dynamics of development: every ﬁve

years the technologies are signiﬁcantly updated, new

opportunities for high-speed data access appear, new

applications with convenient functionality for almost

every employee (Lehka and Shokaliuk, 2018). This

explains the fact that in higher education institutions,

the training of specialists for the using of information

technology always lags behind the needs of practice,

and this creates a certain disparity in society (Asherov

et al., 2005).

2 LITERATURE REVIEW

Note that the training of professionals capable of pro-

fessional and production-technological activities is a

priority area of development of higher education and

requires special attention from the state and the proper

use of information technology in the educational pro-

cess has signiﬁcantly affected the higher education

system in general and professional in particular.

Thus, we believe that today it is not enough to

form the ICT competence of specialists, or “skills of

the use of information and communication technolo-

480

Voitovych, O., Horbatiuk, R., Voitovych, I., Shyshkina, M. and Shostakivska, N.

Formation of Information Culture of Vocational Education Specialists.

DOI: 10.5220/0010933100003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 480-488

ISBN: 978-989-758-558-6

gies” (Ministry of Education and Science of Ukraine,

2019), or “the ability to search process and analyze

information from different sources” (Ministry of Ed-

ucation and Science of Ukraine, 2020). This is not

enough for a specialist who will work in the post-

industrial information society and such a task cannot

be solved by studying one or two computer science

disciplines. We need to talk about something much

more voluminous in the essence and content – the in-

formation culture.

Despite numerous studies of the concept of “in-

formation culture”, most scientists analyze it from

the standpoint of individual sciences, which limits

the vision of this phenomenon in modern society.

The ﬁrst attempts to analyze the genesis of informa-

tion culture, to identify its historical and social con-

ditionality were made in (Curry and Moore, 2003;

Khan and Azmi, 2005; Labouitz and Tamm, 1987;

Leonhardt, 1988; Lubar, 1999; Metz, 1986; Mordue,

1995; Oliver, 2004; Porter, 1995; Rubanov, 1989;

Szecsk

o, 1986; Travica, 2005; Welsch, 1989; Wid

en-

Wulff, 2000; Zambare, 2003). The formation of in-

formation culture at various levels of education were

studied in (Abitova et al., 2020; Almazova et al.,

2018; Babenko, 2018; Boamah and Salahshour, 2021;

Ibashova et al., 2017; Lauri et al., 2021; Lepik and

Kannukene, 2018; Mullins, 2019; Virkus and Salman,

2020).

The main components of information culture by

Karagodov (Karagodov, 2000) include:

• information (computer) literacy;

• information competence;

• information value-content component;

• information reﬂection.

Information competence and information literacy

were considered by Karagodov (Karagodov, 2000) to

be key, because they provide a procedural component

of human information activities, form a certain value

attitude to knowledge, and are the basis for informa-

tion culture.

According to (Kyrychenko, 2016), “the informa-

tion culture of the individual is formed in the process

of socialization in its broadest sense. Basic competen-

cies that are part of the structure of information cul-

ture of the individual are formed under the inﬂuence

of a wide range of factors of the social environment,

not limited to the training process and labor training

conditions within speciﬁc professions, which until re-

cently were associated with direct functional use of

ICT”.

Under the “information culture of the educator”

Ramsky (Ramsky, 2013) perceives “an integral indi-

cator of the level of his perfection in the information

sphere of activity, which is manifested in the speciﬁcs

of pedagogical activity and the system of professional

qualities”. In the information culture of the individ-

ual (as well as in the information culture of the ed-

ucator), he identiﬁed the following interrelated com-

ponents: information and intellectual potential, infor-

mation worldview, information values, information

needs, information and operational activities.

Klimenko (Klimenko, 2006) identiﬁed in the con-

tent of the concept of “information culture such im-

portant elements as the ability to use information

technology, computer literacy; knowledge of infor-

mation and information environment; ability to work

with information; to build their information activities

and behavior in a post-industrial society”. However,

it should be noted that there is a “contradiction in un-

derstanding the essence of information culture in ped-

agogical sciences, which is conﬁrmed by representa-

tives of this ﬁeld of knowledge, who note that the for-

mation of information culture of future specialists is

often considered on the basis of a monodisciplinary

approach in such areas: basics of library and biblio-

graphic knowledge; reading culture, basics of rational

work with the book; basics of informatics and scien-

tiﬁc and technical information; computer technology

and basics of computer literacy” (Stepanov, 2012).

Important components of the information culture of

the tutor are: “information knowledge and skills of

the user to use a personal computer, peripherals; mas-

tering the skills of working with software, using ap-

plication programs to search, process and transmit in-

formation; information knowledge and skills of the

tutor, which include knowledge of sanitary conditions

and modes of safe use of computers in the educational

process; formation of professional skills in the de-

velopment and implementation of teaching materials;

mastering educational software; ability to education

and self-education” (Kuzemko, 2016). Attempts to

overcome such a narrow understanding can be found

in theoretical works in the ﬁeld of pedagogy: for ex-

ample, Galeta (Galeta, 2011) notes: “information cul-

ture today is still mainly an indicator not of general

culture in its socio-technical aspect, but professional.

The ability to work with information technology was

often combined, at best, with knowledge of computer

science, mathematics and English, scilicet those ar-

eas that provide practical human interaction with the

technical means of obtaining and providing informa-

tion. However, when looking at information culture

more broadly, it should be noted that general meth-

ods of providing knowledge and skills should not be

sought only within a computer situation. The real lim-

its of the application of information culture are much

wider; the range of its content is much richer”.

Formation of Information Culture of Vocational Education Specialists

481

Analysis of approaches to the essence of infor-

mation culture, formed in philosophy, culturology,

economics and other ﬁelds of knowledge, allowed

Belyakov et al. (Belyakov et al., 2018) to see that un-

derstanding of this phenomenon in different sciences

has its differences due to the inﬂuence of system-

forming categories of these sciences, and the tasks

set by the researchers. Common to the above ap-

proaches is the understanding of information culture

as a component of general culture in society, as well

as the recognition of determinative links between the

level of information culture and the development of

a particular area of professional activity of the in-

dividual. Differences in the perception of the stud-

ied phenomenon concern the wide or narrow cover-

age of the features of information culture: from the

skills of mastering certain information technologies

(computer literacy) to mastering knowledge and skills

in almost all areas of human activity. In the ﬁrst

case, we obtain a set of certain characteristics that

can be formed by mechanical assimilation of algo-

rithms, without awareness of their direction and value

features. In the second case, there is a synthetic com-

bination of categories inherent in different sciences,

which greatly complicates the possibility of studying

the features of information culture.

In our opinion, information culture is a complex

formation of information worldview (system of hu-

man views on information), information literacy (sys-

tem of skills to work with information) and literacy in

the ﬁeld of information and communication technolo-

gies (actually, ICT competence).

Levels of manifestation of information culture:

• target – a person’s need to receive relevant, reli-

able information and interest in it;

• cognitive – knowledge and ability to apply them;

• value – evaluation of information, attitude to it,

own judgments and interpretations;

• behavioral – a reaction to the received informa-

tion.

Thus, information culture is a system of material

and mental means of realizing the relationship be-

tween people, society and the information environ-

ment, which was formed in the process of informa-

tization of society.

Information culture in higher education institu-

tions is implemented as a system of multilevel infor-

mation technology training of future professionals in

vocational education, which is based on the principles

of continuity, continuity and sufﬁciency of informati-

zation of the educational process, integration of spe-

cial and information disciplines, formation of profes-

sional information environment and single informa-

tion space in institution of higher education (Niko-

laenko, 2006). Therefore, we can consider it the

most important factor in successful professional ac-

tivity and security of the graduate in the information

society.

3 RESULTS

The aim of the work was to analyze the training of

future professionals in vocational education in higher

education institutions in the context of studying the

prospects of forming their information culture.

First of all, let’s ﬁnd out what specializations fu-

ture specialists in vocational education can acquire

and what qualiﬁcations to get. According to the order

of the Ministry of Education and Science of Ukraine

No 292 from 21.03.2016 “On approval of the List of

specializations for higher education in specialty 015

Professional education (by specializations)”, which is

the formation and placement of the state order there

were 22 specializations, but after implementation of

the order of the Ministry of Education and Science of

Ukraine No 1223 from 23.09.2019 “On amendments

to the order of the Ministry of Education and Science

of Ukraine from 21.03.2016 No 292” (Ministry of Ed-

ucation and Science of Ukraine, 2016) there are only

9 left:

015.31 Construction and welding;

015.32 Electronics, metrology and radio telecommu-

nications;

015.33 Power engineering, electrical engineering

and electromechanics;

015.34 Mechanical engineering;

015.35 Mining, processing and transportation of

minerals;

015.36 Technology of light industry products;

015.37 Agricultural production, processing of agri-

cultural products and food technologies;

015.38 Transport;

015.39 Digital technologies.

Of course, higher education institutions in the

conditions of autonomy have the right to train special-

ists in other educational programs, but public funding

was provided only for these, which accordingly con-

tributes to the professional orientation of entrants and

ensuring competition for these specializations.

As for the analysis of the qualiﬁcation that will

be obtained by graduates of these specializations, we

turn again to the standards of higher education at the

ﬁrst (Ministry of Education and Science of Ukraine,

AET 2020 - Symposium on Advances in Educational Technology

482

2019) and second (Ministry of Education and Science

of Ukraine, 2020) educational levels, we ﬁnd only the

educational qualiﬁcation “Bachelor / Master of Voca-

tional Education (by specialization)”.

The objectives of training in the standard of train-

ing of bachelors are speciﬁed as training of special-

ists capable of carrying out educational activities on

professional training of technical specialists, skilled

workers and workers in trade and services (according

to the Classiﬁer of professions 003:2010 (hrliga.com,

2010)) areas according to specialization. The objec-

tives of training in the standard of master’s training

were deﬁned as follows: training of specialists ca-

pable of solving complex problems and problems of

specialization of vocational education in professional

activities and / or in the learning process, which in-

volves research and / or innovation and uncertainty

of conditions and requirements. Also for masters the

ﬁeld of professional activity is more clearly deﬁned,

where the graduate of educational programs in the

specialty can work according to the Classiﬁer of pro-

fessions 003:2010 (hrliga.com, 2010) and the Inter-

national Standard Classiﬁcation of Occupations 2008

(ISCO-08) (International Labour Ofﬁce, 2012): 23

Teachers; 235 Other training professionals; 2351 Pro-

fessionals in the ﬁeld of teaching methods; Profes-

sionals in the ﬁeld of relevant specialization.

Given the above information, it becomes clear that

a graduate of this specialty at the ﬁrst (bachelor’s)

level must be ready to work in institutions of pro-

fessional, vocational, professional higher and higher

education in the following positions:

3340 Other specialists in the education: teacher-

trainee; educator; dormitory educator; educator of vo-

cational school; industrial training instructor; instruc-

tor of industrial training of workers of mass profes-

sions; laboratory assistant; master of industrial train-

ing; master of the training ground; master of the train-

ing center; methodologist for vocational rehabilita-

tion; tutor of professional training.

A graduate of this specialty at the second (mas-

ter’s) level must be ready to work in institutions of

professional, vocational, higher professional educa-

tion and higher education in the following positions:

• 2310 Tutors of universities and institutions of

higher education: assistant, tutor of higher edu-

cation;

2320 Tutors of general secondary education insti-

tutions: tutor of a vocational school, tutor of a vo-

cational institution;

2350 Other professionals in the education: tu-

tor (teaching methods), educator-methodologist,

methodologist.

As for the engineering component of the educa-

tional program and the qualiﬁcation itself, in terms

of current trends in vocational education at all levels

and the focus of educational programs on dual train-

ing, which provides for coordinated interaction of the

educational and industrial spheres for the training of

qualiﬁed personnel of a certain proﬁle within in orga-

nizationally – different forms of training (Ministry of

Education and Science of Ukraine, 2018), it should be

left for this specialty and integrated into the system of

training a specialist who is able to work both directly

in the workplace and in the educational institution in

the relevant positions. After all, unlike the profession

of “teacher”, which provides for the teaching of fun-

damental sciences in the content of relevant school

subjects at the academic level, “tutor of professional,

vocational and technical higher education” must carry

out the educational process taking into account the

proﬁle of specialties. The person who teach, should

provide professionally oriented training of higher ed-

ucation students of such institutions, and therefore its

training should be appropriate: both production and

pedagogical.

Taking into account the basic principles of higher

education development in Ukraine within the Bologna

process, as well as the speciﬁcs of professional train-

ing, we offer a scheme of educational process based

on fundamental and psychological-pedagogical train-

ing with a dynamic model of professional disciplines

(ﬁgure 1).

Figure 1: Structural scheme of training future specialists in

vocational education.

Ensuring quality training of future specialists in

vocational education involves the gradual implemen-

tation of this scheme. The whole process was divided

into separate levels, at each of which the disciplines of

certain cycles are studied, according to the principle

Formation of Information Culture of Vocational Education Specialists

483

that at the end of each level the applicant receives a

certain amount of basic knowledge with their further

expansion and deepening at the next stage.

In our opinion, the content of training of future

professionals in vocational education should be based

on the following principles:

• formation of information culture of the special-

ist, appropriate to the current level and prospects

of information processes and systems, which is

possible only with the integrated using of modern

technologies in the educational process of higher

education, as a set of three interrelated compo-

nents – objects of study, tools for professional dis-

ciplines and practical training with the use of new

educational technologies;

• basics of information technology (ofﬁce pro-

grams: text and spreadsheet editors, programs for

creating presentations; graphic editors; Internet

technologies; database management systems), in-

formation systems architecture and system soft-

ware; elements of programming and the Inter-

net of Things should be studied by applicants for

higher education in the form of professionally ori-

ented courses, taking into account the proﬁle of

future professional activity;

• in the content of information training should be

distinguished invariant part, which includes fun-

damental methodological knowledge studied in

lectures, and a variable, dynamically changing

part related to computer software and hardware,

and studied in practical and laboratory classes;

• to increase the professional competence of the

graduate in the ﬁeld of information technology in

the curriculum it is necessary to introduce disci-

plines focused on the professional orientation of

future professionals in vocational education;

• for the implementation of individual educational

trajectories in the curriculum should provide dis-

ciplines of the information cycle, taking into ac-

count the different levels of computer training of

higher education, as well as the area of future pro-

fessional interests;

• computer-oriented educational technologies used

in the educational process should be rationally

combined with traditional technologies of higher

education and supported by modern technical

means.

Thus, the training of future professionals in voca-

tional education involves a combination of knowledge

in the ﬁeld of information technology with the ability

of their methodological application in the pedagogical

process. Consider the implementation of the devel-

oped structural scheme of training a future specialist

in vocational education (ﬁgure 1) on the example of

subject specialization: “Digital Technology”, where

information technology is both a means of learning

and a subject of study from the standpoint of the pro-

fession.

A feature of the specialization “Digital Technol-

ogy” is the rapid changes in the content of educa-

tional disciplines of professional and practical train-

ing, which is associated with the intensive develop-

ment of computer technology and information tech-

nology. Since professional (engineering) training is

important in the formation of future professionals in

vocational education, we will focus in more detail on

the disciplines that determine its professional orienta-

tion (ﬁgure 2).

The ﬁrst level of training of future profession-

als in vocational education is based on the study

of disciplines of the fundamental cycle, where spe-

cial emphasis is placed on “Introduction to Informat-

ics – Information and Communication Technologies”,

“Higher Mathematics”, “Computer Physics”, ”Soft-

ware” and forms the basis for the transition to profes-

sional training starting from the ﬁrst semester.

Knowledge of document automation and means of

graphical presentation and data editing is required for

presenting information using information technology.

These tasks are solved in the course “Software”. The

course considers the basics of computer data process-

ing using Microsoft Ofﬁce. In addition, fundamental

knowledge of computer layout based on PageMaker

and the ability to work with vector and raster graphics

(Corel Draw, Photoshop) were formed here.

After completing the ﬁrst level of training, a sig-

niﬁcant number of applicants for higher education

(over 80%) use the possibilities of information tech-

nology in the process of self-study of disciplines of

professional and practical training, in particular, in the

process of individual research tasks, coursework and

more. At the same time, the previously acquired skills

of working with applied and tool products, informa-

tion resources of the Internet ﬁnd practical applica-

tion.

The second level involves the study of disci-

plines: “Application and Web Programming”, “Oper-

ating Systems and System Programming”, “Computer

Graphics”, “Computer Systems Hardware”, “Com-

puter Aided Systems”, “Software in Production”, the

purpose of which is to form professional competen-

cies in understanding and using information technolo-

gies. “Application and web programming” involves

mastering modern, object-oriented methods of work-

ing in Visual Studio, as the most common and uni-

AET 2020 - Symposium on Advances in Educational Technology

484

Figure 2: Comparative formation of professional training of future specialists in vocational education.

versal package of programming environments. The

main purpose of the discipline “Operating Systems

and System Programming” is to acquire knowledge

about modern operating systems Windows and Linux,

the principles of their structure, operation and admin-

istration. These disciplines form in future profession-

als in vocational education the ability to design and

operate the most common currently operating sys-

tems, using elements of programming. This allows

integrating the study of computer science, eliminat-

ing elements of tautology in the presentation of the

material, as well as using information technology to

solve applied problems. In addition, knowledge of

these subjects was consolidated when solving prob-

lems in the Mathcad system, as well as the WinMa-

chine software package.

At the same time, the discipline “Methods of pro-

fessional training” is studied at the second level. The

purpose of the course is to deepen engineering, tech-

nical, psychological and pedagogical knowledge and

skills and also their integration and provide opportu-

nities for the formation of a holistic phenomenon –

information culture, both from the standpoint of engi-

neering and from the standpoint of pedagogical train-

ing.

Examples of dynamic integration are the disci-

plines that form the visual and design basis of engi-

neering training, in particular: “Descriptive Geome-

try”, ”Engineering Graphics”, “Computer Graphics”.

Having received at the ﬁrst level an idea of the im-

age of spatial objects on the plane, at the second

level knowledge in the ﬁeld of geometric, machine-

building and construction drawings with the subse-

quent application of computer technologies (graphic

editor Compass-Graph, AutoCAD, SolidWorks, etc.)

is formed.

At the third – professional level – training of fu-

ture specialists in vocational education is differenti-

ated. Depending on the specialization, the proﬁle dis-

ciplines were taught, which deepen and systematize

the knowledge obtained at the ﬁrst two levels in rela-

tion to the chosen direction of professional activity.

At this level, the formation of skills for indepen-

dent solution of scientiﬁc, technical and educational

problems becomes important. That is why a course

project was implemented here, which integrates the

disciplines of fundamental and professional training

and provides for the implementation of tasks that ac-

tually appear in the production or management ﬁeld.

Practical classes are held more in the form of discus-

sions and trainings, which also contributes to the for-

mation of a specialist who is able to make indepen-

dent decisions, work in a team, formulate and convey

the necessary knowledge to other individuals.

Given that information technology is rapidly up-

dated and partially modiﬁed, at the ﬁnal level the

disciplines that are most dependent on such trends

are studied, namely: “Information security in com-

puter networks”, ”Intelligent systems and technolo-

gies”, “Web technologies and web design”.

Formation of Information Culture of Vocational Education Specialists

485

Disciplines of professional orientation are based

on mastering the software which is universal from the

point of view of studying of the planned educational

material and, besides, allows to form design thinking.

We are talking about the WinMachine software pack-

age, Matlab and Compass environments, which are

currently the most promising.

As for the processes of formation of information

culture of future specialists in vocational education of

other specializations, where computer science disci-

plines are much less, we want to analyze their content

on the example of specialization “Service (Tourism)”.

The ﬁrst level of training of future special-

ists in vocational education specialization “Service

(Tourism)” is implemented on the basis of studying

the disciplines of the fundamental cycle, with special

emphasis on ”Introduction to Informatics – Informa-

tion and Communication Technologies”, ”Mathemat-

ics for Tourism”, “Physics”, which generally resem-

bles the ﬁrst level of the previously analyzed special-

ization “Digital Technologies”. After studying these

disciplines, higher education students have formed a

basis for the further formation of information culture

and readiness to use computer technology in the study

of other disciplines of professional and practical train-

ing.

The second level involves the study of the dis-

cipline “Methods of using computer technology in

the study of professional disciplines”. At the same

time, the discipline “Methods of professional train-

ing” is studied at the second level, thanks to which it

is also possible to form technical and psychological-

pedagogical knowledge and skills in an integrated

form and to provide preconditions for the formation

of information culture.

At the third professional level the discipline “In-

formation systems and technologies in tourism” is

studied, the main purpose of which is to form and

develop professional competencies in the use of in-

formation technology in professional activities. How-

ever, it should be noted that tutors of geographical

and environmental disciplines regularly use informa-

tion technology in their classes, which provides a

dynamic development of information culture of fu-

ture professionals in vocational education specializa-

tion “Service (Tourist Services)”. That is, depend-

ing on the specialization, the proﬁle disciplines are

taught, which deepen and systematize the knowledge

obtained at the ﬁrst two levels in relation to the chosen

direction of professional activity.

During the implementation in the educational pro-

cess of the proposed method of forming the informa-

tion culture of future professionals in vocational edu-

cation to diagnose the level of formation of informa-

tion culture of future professionals in vocational ed-

ucation in specializations “Digital Technologies” and

“Tourist Services” was conducted testing information

culture of students at the following levels:

1 – initial (D, E),

2 – basic (B, C),

3 – professional (A).

Lets consider the results of comparing of the two

samples (for specializations “Digital Technologies”

and “Tourist Services”) regarding to the level of for-

mation of their information culture.

The analysis of test results showed that the ba-

sic level of information culture of future profession-

als in vocational education in the specialty ”Digital

Technologies” only 5.9% higher than the level of stu-

dents specializing in “Tourist Services” and the pro-

fessional level - by 5.7%. Figure 3 shows a summary

of the results, which indicate that we have developed

a method of forming the information culture of future

professionals in vocational education in the special-

ties “Digital Technologies” and “Tourist Services” is

within acceptable margin of error.

Figure 3: The level of formation of information culture of

future professionals in vocational education.

Statistical signiﬁcance of differences in the levels

of student achievement and substantiation of hypothe-

ses, which were put forward to determine the differ-

ences between the distributions of students in the con-

trol and experimental samples was carried out using

the Pearson test (χ

). The choice of this technique

was due to the fact that the criterion χ

applies to

samples with a large number of respondents and al-

lows on the basis of comparing the values of the cal-

culated χ

exp

and tabular for critical values χ

tab

to con-

clude a signiﬁcant or insigniﬁcant difference in the

distribution of respondents sign (the level of forma-

tion of their information culture). The technology of

the method assumes that the greater the difference in

the values of χ

exp

and χ

tab

, the more signiﬁcant are

the differences between the distributions in the sam-

ples. We compare these distributions statistically in

AET 2020 - Symposium on Advances in Educational Technology

486

Table 1: The level of formation of information culture of future specialists in vocational education.

Groups

Level of academic achievement

initial basic professional

students in % students in % students in %

”Tourist Services” 52 28.7 83 45.9 46 25.4

”Digital Technologies” 34 17.1 103 51.8 62 31.1

order to identify differences in the levels of academic

achievement of students in control and experimental

groups and determine their statistical reliability.

For the initial and alternative hypotheses we take

the following statements:

: the difference in the achieved levels of for-

mation of the information culture of the groups is in-

signiﬁcant and invisible at the level of signiﬁcance of

0.05;

: the level of formation of information culture

of these groups in both cases differs and this differ-

ence is statistically signiﬁcant with a probability of

0.95.

We calculate for each discipline Pearson’s crite-

rion χ

exp

, using the formula

∑

i=1

− y

)

For P = 0.95 and q = 2 (q is the number of degrees

of freedom; q = n − 1, where n is the number of eval-

uation levels – in our case n = 3) the critical value

tab

= 5.99 (according to the table of critical values).

It turned out that χ

exp

= 0.07 does not exceed the

critical, which conﬁrms the effectiveness of the pro-

posed method of forming information culture special-

ists in vocational education of both samples of spe-

cialists in vocational education in the specializations

“Digital Technologies” and “Tourist Services”.

4 CONCLUSIONS

Thus, the multilevel system of information technol-

ogy training in higher education is the single inte-

grated complex, the main task of which is the prac-

tical implementation of information technology at all

stages of study at the university and in the further pro-

fessional activities of future specialists in vocational

education.

The use of information technology should be sci-

entiﬁcally sound, have a methodological basis that

will allow asserting the formation of information fu-

ture professionals in vocational education.

In the process of learning, higher education stu-

dents must obtain a certain system of knowledge,

which consists not of separate courses, but of com-

plex, integrated disciplines that cover certain areas of

professional training.

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