PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
Keywords:
intercultural communicative competence, cultural diversity, cross-cultural communication, cultural awareness, English for Specific Purposes, professional adaptability, multilingualism, global workforce, curriculum development, forensic science, criminalistics, expert training, international standards of expert education, artificial intelligence, blockchainSynopsis
The collective monograph presents a comprehensive examination of modern approaches to the preparation of specialists in the context of globalization, digital transformation, and Ukraine’s integration into the European and global educational spaces. It addresses the challenges of aligning higher education with rapidly changing labor market requirements and demonstrates how new technologies, when systematically integrated into curricula, can serve as powerful tools for enhancing competence, employability, and resilience.
The central focus of the monograph is the intentional use of innovation – ranging from digital platforms and cyber polygons to artificial intelligence and intercultural communication models – in the formation of professional competences. Rather than treating technology as an isolated component, the authors conceptualize it as a structural driver of pedagogical change, reshaping what is taught, how it is taught, and how professional identity is cultivated. The volume situates professional education within the broader framework of Industry 5.0, which emphasizes human-centric development, ethical responsibility, and the capacity to adapt in volatile conditions.
Each chapter provides a specific contribution to this overarching vision. The first chapter highlights the development of intercultural communicative competence (ICC) among IT and computer science students, recognizing it as a prerequisite for effective participation in multicultural teams and international projects. The authors present the innovative course project Navigating Cultural Diversity, which blends theoretical instruction with practical activities, such as case studies, simulations, and role-playing. The outcomes confirm that ICC is not an optional skill but a core professional competence in the global digital economy.
The second chapter examines the harmonization of forensic expert training with international standards. By analyzing models from leading countries and comparing them with Ukrainian practice, the authors identify gaps and propose reforms, emphasizing the integration of digital forensics, artificial intelligence, and blockchain technologies. This chapter underscores the importance of interdisciplinary approaches and international cooperation, positioning forensic science education as both a national priority and a globally oriented field.
The third chapter explores the cyber polygon as a pedagogical tool for cybersecurity training. It demonstrates how immersive simulations enable students to master offensive and defensive techniques, from vulnerability scanning to ethical hacking and incident response. The cyber polygon provides authentic contexts, in which students build practical competencies while developing teamwork, critical thinking, and ethical responsibility. This hands-on approach ensures that graduates are ready to respond to the escalating complexity of cyber threats.
The fourth chapter extends the discussion to methodology, presenting a combined approach that unites theoretical generalization, biographical analysis, and survey methods to study openness to innovation. This contribution situates professional education as a process that not only imparts knowledge but also cultivates creativity, adaptability, and receptivity to new ideas – qualities essential for professionals in dynamic environments. The authors argue that competence formation must include dispositions toward innovation, ensuring long-term professional growth.
Artificial intelligence (AI) is the central theme of the fifth chapter, which examines its integration into the digital transformation of higher education. Drawing on both theoretical frameworks and empirical data from Lviv Polytechnic National University, the authors analyze how AI can be harnessed to personalize learning, optimize assessment, and support instructors while simultaneously addressing ethical challenges and ensuring equitable access. The models, presented in this chapter, highlight AI literacy as a critical competence for both students and educators in technical universities.
The final chapter provides a philosophical and methodological perspective on vocational psychological and pedagogical training in technology and design. It emphasizes human-centered values, ethical responsibility, and the imperative of nation-building in conditions of war and reconstruction. By situating education within a value-oriented framework, this contribution reinforces the idea that professional training must not only deliver technical expertise but also form reflective, responsible, and socially engaged individuals.
Taken together, the chapters illustrate how professional education can be transformed through the purposeful integration of technology and innovation. The monograph demonstrates that competence-oriented learning, when grounded in digital tools and human-centered values, is the key to preparing specialists who are adaptable, creative, and capable of leading in global and national contexts. It offers a roadmap for aligning Ukrainian higher education with international standards, while simultaneously responding to local challenges of resilience, workforce shortages, and socio-economic transformation.
The volume is intended for researchers, educators, postgraduate and doctoral students, and policymakers who are engaged in the modernization of professional education. It may also serve as a reference for practitioners in fields, such as information technology, forensic science, and cybersecurity, providing insights into effective training models and innovative pedagogical practices. Ultimately, this monograph positions professional education not as a static system but as a dynamic process of transformation – driven by new technologies, guided by human values, and oriented toward building a resilient and competitive society.
Chapters
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September 19, 2025
Copyright (c) 2025 Olena Nagachevska; Veronika Dmytruk (Volume editor); Mariia Voloshyn, Lesia Myklash, Olena Fuchyla, Halyna Kolesnyk, Tetyana Nikolaychuk, Alona Bila, Maksym Kovzel, Bohdan Malitskyi, Oleksandr Cherepov, Vasyl Rizak, Mykhailo Rizak, Nataliia Sas, Francisco de Assis Gaspar Neto, Kateryna Yuryeva, Svitlana Gazarian, Lesia Petrenko, Kateryna Slinko, Anatolii Dmytruk, Vitaliia Hrytsiv, Maiya Babkina, Iryna Skril, Iryna Vyslobodska, Maryna Smilevska, Alla Semenova, Irina Yershova-Babenko , Dina Kozobrodova, Inna Kosiak, Alla Kolodiazhna, Rymma Kyrychenko
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Dmytruk, V. (Ed.). (2025). PROFESSIONAL EDUCATION AND PERSONNEL TRAINING. Kharkiv: TECHNOLOGY CENTER PC. https://doi.org/10.15587/978-617-8360-16-0
