Title: Overview and Prospects of IT Education in Ukrainian Universities
Abstract: The general goals of the political program of the digital decade until 2030 and the possibilities of their adaptation to the conditions of Ukraine are analyzed. Based on an analysis of global experience, the prospects for the development of IT education in Ukrainian universities have been identified. The object of the research was the activity of state and private universities in Ukraine. The world models of professional development for the IT education sphere were summarized, and the expediency of their innovative application in Ukraine was emphasized. The most significant challenges in the Ukrainian IT education system were identified (the need to improve cooperation between academia and industry, the introduction of dual education, and overcoming legislative obstacles). It was noted that the problems faced by educational systems in other countries are similar. This created the basis for solving these problems in the Ukrainian context based on the application of world experience. It is emphasized that a unique context-specific solution to the above-mentioned problems can be the strengthening of the specialized component of educational programs of Ukrainian universities in IT education, which are focused on its final product. It is recommended to strengthen their specialization and to form expert knowledge in each individual direction.
Keywords: IT Education;IT industry;IT professionals;digitalization;dual education;Ukrainian Universities (UU)
Review score: Moderate
Review comment: The article presents a detailed examination of IT education in Ukraine, its exploration of new methodologies, approaches to career development, and university-industry collaboration could be perceived as lacking in novelty for a few reasons. First, the concepts of π-, T-, and M-shaped professional development models, while valuable, are not new to the field of IT education globally. These models have been discussed extensively in existing literature and implemented in various forms around the world. The innovative application of these models specifically within the Ukrainian context is noteworthy, yet the underlying principles of these approaches have been well-established.
Second, the challenges identified in the Ukrainian IT education system, such as the need for improved collaboration between academia and industry, the implementation of dual education, and overcoming legislative hurdles, are similar to issues faced by educational systems in other countries. While it's crucial to address these challenges within the Ukrainian context, the strategies for overcoming such obstacles might benefit from a deeper exploration of unique, context-specific solutions that have not been widely discussed in existing research.
Moreover, the article's focus on the IT Generation educational project, though commendable for its impact, may not present a groundbreaking approach to IT education reform. Free IT education initiatives have been launched in various countries, and while the execution and outcomes of such projects in Ukraine are of interest, the concept itself does not constitute a novel idea in the broader scope of IT education reform.
In conclusion, while the research provides a thorough analysis of the state of IT education in Ukraine, it may benefit from integrating more innovative, unexplored strategies that could offer fresh insights into the development of IT education not only in Ukraine but also in the global context.