COMPETENCY MODEL OF A LEARNER AS A THEORETICAL BASIS FOR THE METHODOLOGY OF TEACHING THE INTEGRATED TECHNOLOGY OF SOFTWARE QUALITY ASSURANCE BY TESTING MEANS

Abstract

The article is devoted to the theoretical substantiation of the competency model of a student as the basis of the methodology for teaching the integrated technology of ensuring the quality of software products by means of testing (verification and validation).

The purpose of the work is to develop and substantiate the competency model of a higher education student, which constitutes the theoretical basis of the methodology for teaching the integrated technology of ensuring the quality of software products by means of verification and validation for the training of future specialists in technological and professional education (informatics specialization). The research methodology is based on the systematic analysis of scientific literature on the competency-based approach in education, theory and methodology of teaching informatics, software engineering and software quality assurance. The study used methods of system analysis, modeling, structural and logical analysis, comparative analysis of international standards and competency frameworks in the field of testing (ISTQB, ISO/IEC 25010, SWEBOK), as well as generalization and systematization for formulating conclusions and prospects for further research.

The scientific novelty lies in the development of an integrated competency model that combines six interrelated blocks of competencies: general, subject, instrumental, social, methodological and project, adapted to the specifics of training future specialists in technological and professional education (informatics specialization). A three-block structure of the teaching methodology (theoretical, practical and control blocks) is proposed, aimed at forming in students the ability to systematically ensure the quality of software products. The model is distinguished by its integrativity, hierarchy, contextual adaptability and orientation toward international standards of the industry.

Conclusions: the developed competency model can serve as a theoretical basis for building educational programs, textbooks and educational and methodological complexes for disciplines related to software quality assurance. Further research should be directed toward the development of diagnostic tools for assessing the formation of competencies and the approbation of the methodology in the conditions of higher education institutions.