Developing readiness for SMART technology use in future professionals: a quasi-experimental approach

The rapid digital transformation of higher education necessitates the integration of innovative tools that enhance the professional training of future professionals. This study aims to experimentally verify the effectiveness of pedagogical conditions and a structured training system designed to develop students’ readiness to apply smart digital tools in professional activities. A mixed-methods quasi-experimental design was employed, involving 174 students divided into experimental (n=88) and control (n=86) groups. Data were collected through questionnaires, observations, interviews, and diagnostic tasks, and analyzed using descriptive statistics and Student’s t-tests. The intervention included the implementation of a SMART-oriented educational environment integrating virtual laboratories, cloud-based platforms, and interactive learning strategies such as gamification and project-based learning. The findings indicate a statistically significant improvement in the experimental group, with the proportion of students demonstrating a high level of readiness increasing from 21.5% to 51.3%, while the share with a low level decreased substantially. The study contributes to the field by providing empirical validation of a pedagogically grounded model that integrates digital tools with targeted instructional conditions to enhance motivational, cognitive, and activity-based components of professional readiness. The results highlight that the effectiveness of smart learning environments depends not only on technological infrastructure but also on systematic pedagogical design. These findings have practical implications for modernizing higher education and developing students’ digital competencies in line with labor market demands.