THEORETICAL FOUNDATIONS OF A SYSTEM FOR DEVELOPING THE PROFESSIONAL COMPETENCE OF FUTURE IT SPECIALISTS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT

Abstract

The article focuses on the theoretical substantiation of a system for developing the professional competence of prospective IT specialists within the context of sustainable development. The purpose is to determine methodological foundations for interpreting a system as a pedagogical phenomenon, to уточнити the principles of the systems approach in professional training, and to outline conceptual bases for integrating sustainable development principles into the educational process. The methodological framework relies on systems and competence-based approaches. The study applies analysis and generalization of scholarly sources, comparative and structural-functional analysis, as well as system modelling. The research is implemented through four interrelated directions that cover methodological, principle-based, conceptual, and structural-dynamic dimensions of the system’s functioning. The findings substantiate the system’s integrity, structured nature, hierarchical organization, and functionality, and show that the integrative properties of professional competence emerge through the interaction of educational process components. The principles of systems-based training are identified as reducing the fragmentation of learning and ensuring the alignment of theoretical, practical, and valueoriented components of competence. The ecological, social, economic, and cultural dimensions of integrating sustainable development into IT training are clarified, and the need to consider long-term global challenges in goal setting and assessment is emphasized. Interconnections among system components and regularities of its functioning are theoretically described, including purposefulness, correspondence, adaptability, optimality, development, and synergy. The proposed system differs from the traditional model through the integration of sustainable development principles across all training components and an orientation toward forming socially responsible professionals. The results provide a theoretical basis for further detailing system components, developing performance indicators, and preparing methodological recommendations for implementation in higher education institutions.