Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”

Vol. 12, No. 2, 2026 25.05.2026 open access Open access

Interactive technologies as modern tools for preparing higher education lecturers for career guidance activities

Natalia Nedvetska*

tatkashakun@gmail.com

DOI https://doi.org/10.52534/msu-pp2.2026.65 Pages 65 –74 Views 6 Views

Abstract

This article examines the issue of preparing future higher education lecturers to carry out career guidance activities within the context of the modern educational environment. The aim of the study was to substantiate the impact of interactive technologies on the development of future higher education lecturers’ readiness for career guidance activities and to determine the potential for their application in the targeted development of the relevant competences. The research was carried out in stages using methods of analysis, synthesis, generalisation, systematisation, comparison, classification and theoretical modelling based on a structural-functional approach. The feasibility of using interactive technologies as a means of developing the relevant competence has been substantiated. As a result of the analysis of academic works, the essence of interactive technologies has been clarified and they have been categorised according to their functional purpose. Groups of technologies have been identified that contribute to the development of analytical and critical thinking, communication skills, research competences, professional activity modelling, motivation and digital literacy. Based on a synthesis of academic approaches, a framework for career guidance competence in higher education institutions has been proposed, encompassing cognitive, motivational-value-based and operational-activity-based components. Theoretical modelling of the process of preparing future lecturers for career guidance activities using interactive technologies has been carried out. It has been established that the cognitive component is developed through the case study method, problem-based learning and the analysis of pedagogical situations; the motivational-value component – through discussions, training sessions, the “round table” method and debates; and the operational-activity component – through business and role-playing games, project-based technologies and the simulation of professional situations. The system of interrelationships between the components of career guidance competence and interactive technologies has been summarised, and a comprehensive model for developing a teacher’s readiness for career guidance activities has been presented. As a result of the theoretical research conducted, the content and structure of a prospective higher education teacher’s readiness for career guidance activities have been clarified

Keywords

innovative technology; interactive methods; career guidance competence; professional training; discussion; case study method; brainstorming

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Suggested citation

Nedvetska, N. (2026). Interactive technologies as modern tools for preparing higher education lecturers for career guidance activities. Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 12(2), 65-74. https://doi.org/10.52534/msu-pp2.2026.65