FEATURES OF USING STEM-TECHNOLOGIES IN THE CONTEXT OF TRAINING COMPETITIVE SPECIALISTS

Abstract

Relevance. The training of competitive specialists through STEM education is a global priority. In the context of modern Ukraine, this relevance is acutely heightened by the challenges of the full-scale war, which has fundamentally redefined professional requirements. The focus has shifted from mere market competitiveness to national resilience and the capacity for practical innovation in crisis conditions. This context necessitates a systematization of educational approaches capable of meeting these complex, multifaceted demands. This study aims to systematize approaches to using STEM technologies by proposing and substantiating a comprehensive author’s model of STEM competencies. This model defines STEM competence as an integral ability that unfolds through five key components: technological competence, critical and problem-solving thinking, effective communication and collaboration, creativity and innovation, and labor market readiness. The research validates this model by analyzing the Master’s level “Educational and Professional Program in Secondary Education (Informatics, Mathematics, STEM Education)” at Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) and examines the transformation of these competencies under the influence of wartime challenges. The methodology combines theoretical analysis, modeling to develop the five-component competency framework, and a detailed document analysis of the Master’s “Educational and Professional Program” at TNPU. This analysis involved a direct correlation of the proposed model’s components with the program’s stated general and professional competencies and its intended learning outcomes. Furthermore, a contextual analysis of the current military situation’s impact on STEM education was conducted. The results confirm that the proposed five-component model is a valid framework, showing strong alignment with the analyzed educational program’s structure and goals. The study details the didactic features of specific technologies such as robotics, 3D printing, and virtual reality in fostering key skills. A central finding is the profound re-contextualization of STEM competencies during the war. They have evolved from being tools for a career into vital instruments for national resilience, evident in the volunteer “maker” movement that creates innovative solutions for both defense and humanitarian needs. The research concludes that modern STEM training in Ukraine must prepare specialists who are not only professionally competitive but also conscious and active citizens capable of contributing to the nation’s defense, recovery, and future modernization.