MOTIVATIONAL LEARNING STRATEGIES IN THE TRAINING OF FUTURE VOCATIONAL EDUCATION SPECIALISTS: MODERN APPROACHES AND EDUCATIONAL PRACTICE

Abstract

The article examines the specific features of applying motivational learning strategies in the training of future vocational education specialists in the context of modern requirements for the quality of professional training and the need to develop active, independent, and professionally oriented individuals. The relevance of this study stems from the need to improve the educational process, identify effective ways to foster and sustain students’ long-term motivation to learn, and develop their cognitive activity, independence, responsibility, and readiness for continuous professional self-development. The aim of the article is to theoretically substantiate and experimentally investigate motivational learning strategies, determine their motivational potential and identify the specific features of their practical implementation in the professional training of future vocational education specialists. The study employed theoretical methods, including analysis, synthesis, comparison, generalization, and systematization of scholarly sources and regulatory documents, as well as classification and modelling. An empirical questionnaire survey was also conducted, followed by quantitative and qualitative analysis, interpretation, and generalization of the obtained results. Six interrelated motivational learning strategies are theoretically substantiated: professionally oriented, problem-based inquiry, digital-interactive, project-based research, reflectiveautonomous and social interaction. A model for their implementation is proposed, and their motivational, value-and-meaningbased, cognitive, career-oriented, self-actualization, and reflective functions are identified. An experimental study was conducted with students enrolled in the “Vocational education. Digital technologies” educational and professional program at Vasyl Stefanyk Carpathian National University. The study’s results demonstrated a predominantly high level of student motivation toward professional training and confirmed the effectiveness of a comprehensive approach to implementing specific strategies. The most significant factors were found to be the professional focus of educational activities, the opportunity to apply knowledge in practice, the use of digital technologies, independence, and professionally oriented activities. The study demonstrated the effectiveness of a comprehensive approach to implementing these strategies for enhancing educational activities and fostering the professional development of future vocational education specialists.