ERSHOVA N. THE COMPETENCY-ROLE APPROACH TO THE EDUCATION AND TRAINING OF INFORMATION TECHNOLOGY PROFESSIONALS. LIFELONG EDUCATION: The 21st Century.
2025. Vol. 13. No. 4. DOI: 10.15393/j5.art.2025.11191


Vol. 13. No. 4.

Labor Market and Lifelong Learning
pdf-version

THE COMPETENCY-ROLE APPROACH TO THE EDUCATION AND TRAINING OF INFORMATION TECHNOLOGY PROFESSIONALS

ERSHOVA Natalya Yu.
PhD in Physics and Mathematics, Associate Professor, Department of General Physics, Institute of Physics and Technology
Petrozavodsk State University
(Petrozavodsk, Russian Federation)
ershova@petrsu.ru
Keywords:
information technology
competency-role model
top-level professionals
hard and soft skills
industry partners of educational programs
competency achievement indicators
learning outcomes.		 Abstract: the accelerated evolution of information technologies is accompanied by continuous shifts in professional requirements, necessitating the revision of educational models for specialist training. Within established practice, the competency-based approach dominates, focusing on the accumulation of knowledge, skills, and abilities. However, its effectiveness is constrained by limited consideration of the dynamic nature of professional roles in the IT sector. This article argues for the integration of competency-based and role-based approaches, enabling the differentiation of professional activities across categories such as software developers, data analysts, system architects, artificial intelligence engineers, and DevOps engineers. A competency-role model (CRM) is introduced, founded on the principles of adaptability, interdisciplinarity, and dynamism. In the context of initiatives by the Ministry of Digital Development to advance higher education programs for top-level specialists in artificial intelligence and information technologies, professional competencies have been specified for each role within the CRM through expert consultation. A methodological framework for competency development is proposed, incorporating project-based and team-oriented learning, role-playing, and digital support tools. The initial stages of implementing the competence- and role-based approach in the 2025 educational programs are demonstrated using the example of the programs of Petrozavodsk State University. Empirical evidence indicates that CRM implementation supports the acquisition of both hard and soft skills, enhances student motivation, and strengthens readiness for role distribution and effective collaboration. The study concludes that the competency-role approach provides a promising methodological basis for revising educational standards and designing individualized learning trajectories in information technology education.
Paper submitted on: 08/20/2025; Accepted on: 11/01/2025; Published online on: 12/19/2025.

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DOI: http://dx.doi.org/10.15393/j5.art.2025.11191