TRAINING COMPUTER SCIENCE TEACHERS: THE ANALYSIS OF EDUCATIONAL PROGRAMMES FOCUSING ON DATABASES
Abstract
This article examines the current state of computer science teacher training in Ukraine, with a particular focus on the study of databases as a critical component of both digital and subject-specific competencies. The relevance of this topic is substantiated in the context of the digital transformation of education, the economy, and society, as well as the growing demand for professionals capable of effectively working with information systems, databases, and cloud-based services. The study emphasizes the importance of mastering not only the fundamentals of the relational data model and SQL but also modern technologies such as NoSQL, Big Data, and data analytics tools. The methodological framework of the research includes content analysis of educational and professional programs in Ukrainian higher education institutions, elements of comparative analysis, and the synthesis of regulatory requirements with contemporary pedagogical approaches. The article presents comparative data on course duration, technologies covered, instructional platforms used, and the starting point of database instruction across several universities. Strengths and weaknesses of the educational programs are identified, including the predominance of classical DBMSs, limited coverage of emerging technologies, insufficient interdisciplinary integration, and weak alignment with real-world IT industry cases. The article discusses opportunities for improving the content of academic disciplines through updated methodological support, a strengthened practice-oriented component, alignment with international standards, and the integration of artificial intelligence and Big Data analytics elements. Recommendations are provided for the development of flexible, relevant, and technologically updated educational programs. This article may be of interest to researchers, university instructors, educational program developers, and specialists involved in the digital transformation of education.
References
2. Behar-Horenstein, L. S., & Niu, L. (2021). Problem-based learning in teacher education: A literature review. Interdisciplinary Journal of Problem-Based Learning, 15(1). https://doi.org/10.14434/ijpbl.v15i1.28861
3. Borodina, O. A., & Lyashenko, V. I. (2022). Povoienne vidnovlennia ekonomiky: svitovyi dos- vid ta sproba yoho adaptatsii dlia Ukrainy [Post-War Economic Recovery: World Experience and Attempt to Adapt it for Ukraine]. Visnyk ekonomichnoi nauky Ukrainy, 1 (42), 121–134. https://doi.org/10.37405/1729-7206.2022.1(42).121-134 [in Ukrainian]
4. Dan-IT. (2024). Kursy SQL [SQL Developer Program]. https://dan-it.com.ua/uk/program/sql/ [in Ukrainian]
5. Gouseti, A., Livingstone, S., & Chaudhary, S. (2022). Mapping digital competence frame- works across education. European Journal of Education, 57(1), 69–84. https://doi.org/10.1111/ejed.12506
6. Kalashnikova, S., & Orzhel, O. (2022). Optymizatsiia merezhi zakladiv vyshchoi osvity: teoretychni osoblyvosti ta praktychni rekomendatsii [Optimisation of the Network of Higher Education Institutions: Theoretical Features and Practical Recommendations]. International Scientific Journal of Universities and Leadership, (13), 89–129. https://doi.org/10.31874/2520-6702-2022-13-89-129 [in Ukrainian]
7. Leng, J., Jiang, P., Xu, K., Liu, Q., & Wang, J. (2021). Digital twins-based smart manufac- turing system design in Industry 4.0: A review. IEEE Transactions on Systems, Man, and Cyber- netics: Systems, 51(1), 367–380. https://doi.org/10.1109/TSMC.2020.3040789
8. Ministry of Education and Science of Ukraine. (2015). Prohrama «Informatyka» dlia 5 –
9 klasiv [Computer science program for grades 5–9]. https://mon.gov.ua/static-objects/mon/sites/1/zagalna%20serednya/programy-5-9-klas/onovlennya-12-2017/programa-informatika-5-9-traven-2015.pdf [in Ukrainian]
9. Ministry of Education and Science of Ukraine. (2025). Prohrama «IT Studio» dlia shkil ["IT Studio" program for schools]. https://mon.gov.ua/uk/osvita/it-studiy [in Ukrainian]
10. Mlambo, V., Siluma, P. M., & Mavhungu, T. R. (2021). Preparing teachers for the digital future: A curriculum mapping approach. International Journal of Education and Development using ICT, 17(1), 91–106.
11. OECD. (2022). Strengthening teacher education systems in the 21st century: Trends and challenges. https://www.oecd.org/education/teacher-education-systems.htm
12. Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2022). Developing digital teaching compe- tence in teacher education: A review of literature. Education and Information Technologies, 27(3), 3453–3473. https://doi.org/10.1007/s10639-021-10716-x
13. Trintina, N., & Kotelevets, S. (2021). Informatsiini tekhnolohii v yurydychnii diialnosti [Information technologies in legal activity]. Physical and Mathematical Education, 27(1), 89–93. https://doi.org/10.31110/2413-1571-2021-027-1-014 [in Ukrainian]
14. Ugur, N. G., & Koç, M. (2021). Examining ICT skills of pre-service teachers: Curricu- lum gaps and challenges. Education and Information Technologies, 26(6), 6907–6925. https://doi.org/10.1007/s10639-021-10645-9
15. UNESCO. (2023). Digital learning for educators: Global report on teacher digital competence. https://unesdoc.unesco.org/ark:/48223/pf0000384903
16. Yurchenko, A. O., Semenikhina, O. V., Rudenko, Y. O., & Shamonia, V. G. (2020). The digital teсhnology in IT-education: the view of Ukrainian university. Collection of Scientific Publications NUS, 4, 129–133. https://doi.org/10.15589/znp2020.4(482).15
17. Yurchenko, A., Drushlyak, M., Sapozhnykov, S., Teplytska, A., Koroliova, L., & Seme- nikhina, O. (2021). Using Online IT-Industry Courses in Computer Sciences Specialists’ Training. International Journal of Computer Science and Network Security, 21(11), 97–104. https://doi.org/10.22937/IJCSNS.2021.21.11.13
Abstract views: 41 PDF Downloads: 8
