The professional motivation of future specialists in library, information and archival studies in the context of distance learning at technical higher education institutions
DOI:
https://doi.org/10.34142/27091805.2026.7.01.09Keywords:
professional motivation, library, information, and archival studies, distance learning, technical higher education institutions, pedagogical conditions, digital educational environment, research-oriented learningAbstract
The article examines the challenge of developing professional motivation among future specialists in library, information, and archival studies within the distance learning environment at technical higher education institutions. The relevance of the topic is determined by the large-scale digitalization of the information and documentation sector, the transformation of traditional roles of librarians and archivists towards digital asset management and data analytics, as well as the distinctive character of the distance learning environment, which demands new approaches to students' professional socialization.
Purpose of the article – to identify effective pedagogical conditions for fostering professional motivation among future specialists in library, information, and archival studies in a distance learning context and to verify their efficacy through a pedagogical experiment.
Methods and methodology. The study employed theoretical methods (analysis, synthesis, and systematization of academic sources) alongside empirical methods (pedagogical experiment, questionnaires, and thematic content analysis of interviews and reflective texts). Statistical analysis relied on Student's t-test and Cohen's d effect size. The qualitative phase was grounded in thematic analysis following the framework of V. Braun and V. Clarke.
Scientific significance of the article lies in the conceptualization of professional motivation as a systemic, multicomponent construct encompassing cognitive, emotional-evaluative, behavioral, and reflective dimensions, as well as in the design and substantiation of a set of pedagogical conditions aimed at its purposeful development within a digital educational environment.
Results. A pedagogical experiment conducted at the National Aerospace University "Kharkiv Aviation Institute" demonstrated a substantial improvement in the level of professional motivation among students in the experimental group compared to the control group. Statistical analysis confirmed the high practical effectiveness of the developed set of pedagogical conditions. Qualitative analysis of reflective journals and interviews identified three key internal transformation mechanisms: professional visualization of the future, the cultivation of a sense of belonging to a professional community, and the development of professional self-efficacy.
Conclusions. It has been demonstrated that the integration of practice-oriented digital projects, the establishment of a virtual professional community, the use of adaptive multimedia content, and systematic reflective support through electronic journals are effective tools for enhancing students' professional motivation in a distance learning environment. Pedagogical recommendations have been formulated for technical higher education institutions regarding the modernization of instructional design of online courses to incorporate the motivational dimension.
Downloads
References
Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. Sage. https://doi.org/10.1007/978-3-319-69909-7_3470-2
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum Press.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Firat, M., Kilinc, H., & Yuzer, T. V. (2018). Level of intrinsic motivation of distance education students in e‐learning environments. Journal of Computer Assisted Learning, 34(1), 63–70. https://doi.org/10.1111/jcal.12214
Herzberg, F. (1966). Work and the Nature of Man. World Publishing Company.
Kupchak, M., & Samilo, A. (2020). Professional motivation as an internal factor of development of professionalism of the future manager. Bulletin of Lviv State University of Life Safety, 21, 107–112. https://doi.org/10.32447/20784643.21.2020.13
Maslow, A. H. (1954). Motivation and Personality. Harper & Row.
McClelland, D. C. (1961). The Achieving Society. Van Nostrand Reinhold Company.
McGregor, D. (1960). The Human Side of Enterprise. McGraw-Hill.
Shlenova, M. (2024). Soft skills as a key factor in the future professional success of students majoring in “information, library, and archival studies”. Image of the Modern Pedagogue, 6(219), 44–47. https://doi.org/10.33272/2522-9729-2024-6(219)-44-47
Shonfeld, M., & Magen-Nagar, N. (2020). The impact of an online collaborative program on intrinsic motivation, satisfaction and attitudes towards technology. Technology, Knowledge and Learning, 25(2), 297–313. https://doi.org/10.1007/s10758-017-9347-7
Zhang, X., Tlili, A., Huang, R., Chang, T., Burgos, D., Yang, J., & Zhang, J. (2020). A case study of applying open educational practices in higher education during COVID-19: Impacts on learning motivation and perceptions. Sustainability, 12(21), Article 9129, 1–12. https://doi.org/10.3390/su12219129
Zheng, Y., Janiszewski, C., & Schreier, M. (2023). Exploring the origins of intrinsic motivation. Motivation and Emotion, 47(1), 28–45. https://doi.org/10.1007/s11031-022-09969-8
Zhou, Z., & Zhang, Y. (2023). Intrinsic and extrinsic motivation in distance education: A self-determination perspective. American Journal of Distance Education, 2023(1), 1–14. https://doi.org/10.1080/08923647.2023.2177032
Гриньова, В. М. (2007). Проблеми motivation праці персоналу підприємства : монографія. ІНЖЕК.
Дікунова, О. А. (2015). Мотивація професійного саморозвитку бібліотечних фахівців: ключові концепти. Розбудова громадянського суспільства: місія Української бібліотечної асоціації : матер. Всеукр. наук.-практ. конф. УБА, 45–48. http://kdpu-library.ucoz.ru/Librarydocument/Nauk_metod/dikunova-motivation.pdf
Іванова, Н. (2021). Сутність мотиву особистості в теорії мотивації. Вісник Національного університету оборони України, 61(3), 20–27. https://doi.org/10.33099/2617-6858-2021-61-3-20-27
Кипиченко, Н., Софій, Н., & Федоренко, О. (2022). Професійні спільноти вчителів: із чого почати і куди рухатися. Педагогічна освіта: Теорія і практика. Психологія. Педагогіка, (38(2)), 51–56. https://doi.org/10.28925/2311-2409.2022.388
Крохмаль, І. М. (2018). Мотивація майбутнього фахівця з інформаційної, бібліотечної та архівної справи в процесі професійної підготовки у закладах вищої освіти. Наука та освіта: ключові питання сучасності : матеріали міжнар. наук.-практ. конф., 11, 104–108.
Мукан, Н., Блавт, О., Миськів, І., & Кухтяк, О. (2019). Операційно-діяльнісна компонента готовності до професійної діяльності фахівців інформаційної, бібліотечної та архівної справи. Молодь і ринок, 12(179), 35–40. https://doi.org/10.24919/2308-4634.2019.193419
Онищенко, І. В. (2016). Освітня та професійна мотивація як складова професійного становлення майбутніх фахівців педагогічної спеціалізації. Педагогіка вищої та середньої освіти, 48, 139–145. https://doi.org/10.31812/educdim.v48i0.2406
Пінська, О. (2009). Професійна мотивація як засіб підвищення ефективності навчальної діяльності студентів. Проблеми трудової і професійної підготовки, (14), 111–115.
Резвих, Є., & Булах, І. (2022). Мотивація професійного activity дорослих. Науковий часопис НПУ імені М. П. Драгоманова. Серія 12. Психологічні науки, 17(62), 101. https://enpuir.udu.edu.ua/entities/publication/d77e15c6-c45a-41fb-8eef-7ab159d2602d
Староста, В. І. (2021). Мотивація навчання студентів різних курсів. Відкрите освітнє е-середовище сучасного університету, (11), 158–173. https://doi.org/10.28925/2414-0325.2021.1114
Шкода, Т. Н., Теплюк, М. А., Рєпіна, І. М., Семенець-Орлова, І. А., & Дьоміна, О. М. (2021). Мотиваційний клімат як механізм реалізації потенціалу молодих науковців у бізнес-середовищі. Financial and Credit Activity: Problems of Theory and Practice, 4(35), 522–529. https://doi.org/10.18371/fcaptp.v4i35.222534
Published
License
Copyright (c) 2020 Шленьова Марина (Автор)
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
