The rapid development of technologies leads to changes in the requirements of modern employers for vocational training; therefore, there is a need to apply pedagogical technologies and approaches to teaching that would ensure the formation of competitive specialists. The research is devoted to the analysis and justification of the introduction of modern approaches to the professional training of future specialists in higher polytechnic colleges. The research was based on the methods of questioning, analysis of results and statistical processing of results. In the context of the investigation, the technology of professional training of future specialists in higher polytechnic colleges has been outlined, which is based on the approaches of competence-based, project-based, dual learning and soft skills development. In the course of implementing this technology, digital, interactive and STEM learning tools are used. The research presents the levels of implementing the technology of professional training of future specialists in higher polytechnic colleges: methodological, organizational and practical. The effectiveness of applying the technology of professional training of future specialists in higher polytechnic colleges before and after the experiment and the statistical verification of the results obtained by Pearson’s criterion were evaluated, the results of which confirmed the effectiveness of the technology proposed by the authors. It has been determined that the integration of theoretical and practical training and the use of modern technologies have a beneficial impact on the training of specialists in higher polytechnic colleges. Despite widespread advocacy for dual education, few studies test its integration with digital tools across divergent economic contexts. This study addresses that gap by evaluating the effectiveness of a pedagogical model that merges dual education principles with digital learning strategies. The key finding—χ²(2, N=196) = 86.69, p < .001, with effect size ω = 0.67—demonstrates a statistically significant and practically large impact of the model on student outcomes, underscoring its relevance for reforming natural science education in higher institutions. © 2025, Arabic Translators International. All rights reserved.
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