STUDENTS' MOTIVATION IN DISTANCE VOCATIONAL EDUCATION: THE IMPACT OF TECHNOLOGICAL SOLUTIONS ON THE LEARNING OUTCOMES

V. A. BURBYGA V. N. Karazin Kharkiv National University https://orcid.org/0000-0002-2837-144X
I. M. SHALIMOVA https://orcid.org/0000-0001-5537-4286
D. А. KHOROSHUN V. N. Karazin Kharkiv National University https://orcid.org/0009-0005-3260-2262

Keywords: distance vocational education, self-determination theory, motivational design, immersive technologies, competency-based assessment

Abstract

DOI: https://doi.org/10.26565/2074-8922-2025-85-20

Purpose. The study aims to provide theoretical substantiation for an integrated techno-motivational framework that establishes a mechanistic connection between the design of technological solutions and the satisfaction of students' basic psychological needs in distance vocational education systems. Particular attention is paid to identifying specific motivational deficits arising from the transition from traditional learning forms to virtual environments and determining ways to overcome them through purposeful use of modern technologies.

Methods. Theoretical analysis and systematization of scientific sources on the application of self-determination theory and motivational design models in online learning were employed. A synthesis of psychological concepts with technological approaches was conducted to construct an integrated model. Comparative analysis of international and national studies regarding the impact of immersive technologies, artificial intelligence, and gamification on the quality of practical skills acquisition in vocational education was applied.

Results. A techno-motivational framework has been developed that combines three axes: supporting autonomy through AI-based adaptive platforms, developing competence through virtual and augmented reality, and strengthening social connection through collaborative tools. The mechanisms of each technological solution's impact on corresponding psychological needs according to self-determination theory have been systematized. Three critical conditions for effective implementation have been identified: overcoming the digital divide, ensuring pedagogical readiness of instructors, and systematic integration of all stakeholders. A multi-level assessment system has been proposed, including measurement of motivation dynamics, formative assessment of practical skills through technological instruments, and summative competency-based evaluation.

Conclusions. The effectiveness of technological solutions in distance vocational education is determined not by their mere presence but by the quality of pedagogical design that purposefully uses these tools to satisfy students' basic psychological needs. The proposed framework serves as a practical instrument for designing motivationally effective educational programs and requires empirical validation through longitudinal studies.

In cites: Burbyga, V. A., Shalimova, I. M., Khoroshun, D. A. (2025). Students' motivation in distance vocational education: the impact of technological solutions on the learning outcomes. Problems of Engineering Pedagogic Education, (85), 226-236. https://doi.org/10.26565/2074-8922-2025-85-20 (in Ukrainian)

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