Keyword: «corporate training»

The relevance of the study is due to the search for new forms of improving the professional competence of teachers in the continuing education system in the context of modern qualification requirements. The purpose of the article is to study the essence of the phenomenon under study, to describe the characteristic features of corporate training as an effective resource for the development of both professional and personal qualities of an individual teacher, and for the development of the teaching staff as a whole. Based on the analysis of domestic and foreign studies, the article presents the results of studying the teacher’s corporate training as a pedagogical phenomenon, gives an analysis of the use of this form in the process of improving the professional competence of a teacher in continuing education. The leading approaches to the study of the problem are competence-based and team-based approaches that justify the need for educators to develop common methodological approaches to pedagogical support for students to achieve educational results. The article presents the results of a theoretical study of professional competences development in an intra-school system of corporate training. A model is described for enhancing the professional competence of a teacher in corporate training, including conceptual, substantive, technological and reflective components, within which corporate training becomes a systemic basis for professional improvement of a teacher in the context of effectively organized methodological work in a specific educational organization, in accordance with its specific features and strategic directions of development. The conclusion is substantiated that the opportunities of corporate training are more promising than traditional methodological work to solve the task of developing the professional competence of teachers within a team approach and taking into account the corporate culture of a particular educational organization. To sum up, it is concluded that the corporate training resource is useful both for improving the professional competence of teaching staff and for implementing the development strategy of the educational organization in the direction of improving the general quality of education. The theoretical significance of the article lies in actualizing the opportunities of corporate training for improving the professional competence of teachers. The practical significance of the article lies in the use of research results for the implementation of corporate training of teachers in a specific educational organization.

With the accelerating digital transformation of the banking sector and the active implementation of artificial intelligence technologies, the requirements for the professional training of specialists responsible for the design and support of business processes are changing significantly. Banking methodologists increasingly act not only as developers of regulations but also as participants in digital transformations, integrating data, IT solutions, and customer experience into a unified process architecture. The relevance of this study stems from the need for scientifically grounded design of corporate training programs that ensure the development of integrative digital competences in the face of technological uncertainty and the increasing complexity of management decisions. The aim of this article is to develop and theoretically substantiate a comprehensive competency development program for banking methodologists, focused on fostering process-based, analytical, and AI-oriented professional thinking. The leading approaches used were competency-based, system-activity-based, and andragogic, as well as the principles of digital transformation pedagogy, which views learning as a tool for organizational strategic development. The methodological basis of the study was an analysis of scientific literature on the digitalization of professional education, modeling of educational systems, and the design of a tiered competency matrix. The article presents the structure of a modular program, including the domains of process thinking, data management, understanding IT architecture, customer-centricity, and AI competences. A tiered matrix (basic, advanced, expert levels) has been developed to assess the dynamics of professional growth, and a certification assessment tool has been proposed that integrates educational outcomes into the corporate HR management system. It is shown that the transition from the operational to the architectural level of activity is associated with the development of the ability to initiate digital transformations and justify decisions based on analytics and artificial intelligence models. The theoretical significance of this study lies in clarifying the concept of integrative digital competency for methodologists in the banking environment and developing a model for its step-by-step development. Its practical significance lies in the potential application of the proposed program in corporate training systems, in building a talent pool, and in developing certification procedures for specialists in the context of digital transformation.