Use of fractals in vocational education
DOI:
https://doi.org/10.34142/2709-7986.2025.30.2.04Keywords:
fractal, pattern, student, higher education institution, transport logistics, occupational safety, pedagogyAbstract
The purpose of the article is to substantiate the possibilities of using fractals in vocational training for higher education students.
Methodology. In the research process, general scientific and pedagogical research methods were used: theoretical analysis, synthesis, classification, systematization, generalization, systematicity, survey and modelling.
Results. A model for using fractals to design the educational process in a higher education institution has been developed. It has been substantiated how fractals act in the components of this model. It has also been substantiated on the basis of the specialties of labour protection and transport logistics, that for the design and structuring of the educational process it is necessary that the competencies developed are consolidated in the following bachelor's or master's courses with additional competencies in accordance with the Standard of Higher Education of Ukraine, the educational program for preparing applicants, specialization, and work program. Patterns, as well as fractals, can be used to identify recurring concepts in various disciplines, simplifying learning. During the implementation of fractals in the educational process for vocational higher professional education students, it was confirmed that fractals, as well as recurring patterns, were rationally used in the design of training modules, in assessing the individual trajectory of a student during professional training, as well as in the study of complex systems, which helped to structure the educational process.
Conclusions. During the fractal use in the vocational professional training for higher education students, it was confirmed that fractals, as well as repeating patterns, were rationally used in research, in the design of training modules, as well as in the study of complex systems, which helped to structure the educational process. The result of the developed model allows us to provide higher-quality and safer education in difficult conditions, in particular in the fields of transport, professional and technological education.
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