PROGNOSTIC IDEAS OF THE BRITISH EXPERIENCE OF BACHELOR'S TRAINING IN SOFTWARE ENGINEERING FOR THE MODERNIZATION OF IT EDUCATION IN UKRAINE

Abstract

The article substantiates the possibilities of using prognostic ideas from the British experience of professional training for bachelor’s degree in software engineering to modernize IT education in Ukraine. The study was conducted within the framework of comparative pedagogy, relying on the competence-based approach, outcomes-based design of educational programs, and the concept of work-integrated learning. The empirical basis of the study comprised an analysis of the official materials of 10 Ukrainian and 10 British universities, alongside framework and professional documents defining training benchmarks in the fields of computing and software engineering.

It was established that within the analyzed sample, British programs are characterized by higher modular flexibility, stronger integration of the industry environment into the educational process, systematic use of authentic assessment, and a clearer combination of fundamental computer training with team and project practices. At the same time, Ukrainian programs demonstrate a solid regulatory and fundamental basis. However, they more frequently retain a more rigid structural logic, a less developed practice-oriented trajectory, and weaker institutionalized interaction with employers at the level of program design and assessment.

On this basis, the following prognostic ideas for Ukraine are formulated: transitioning to a multi-level design of training content, implementing a cross-cutting project trajectory, developing an authentic assessment ecosystem, institutionalizing partnerships with the IT industry, flexible profiling of educational programs, and strengthening the external professional validation of learning outcomes. The article argues that the British experience should be considered not as a ready-made model for transferring, but as a source of individual organizational and pedagogical solutions that can be adapted to the Ukrainian standard, the resources of a specific higher education institution, and the real demands of the IT market.

The prospects for further research involve developing tools for systematically aligning learning outcomes with professional roles, competency profiles, and typical work scenarios in modern software engineering.