Theoretical and Methodological Foundations of Developing Students’ Professional Readiness on the Basis of Pedagogical Platforms and Cognitive-Didactic Approaches

Abstract

Higher education systems increasingly deliver professional preparation through pedagogical platforms, yet the instructional use of these platforms remains weakly grounded in learning theory. Platforms are typically adopted as delivery and administration infrastructure, while the cognitive processes through which professional competence is actually formed are left to chance. This paper constructs a theoretical and methodological framework that connects platform-mediated learning environments with cognitive-didactic approaches to the formation of students’ professional readiness. The study is theoretical and methodological in design: it analyses and systematises the conceptual apparatus of cognitive load theory, task-centred instructional design, technological- pedagogical knowledge frameworks and digital competence standards, and synthesises them into a single methodological architecture. Three results are reported. First, professional readiness in a platform-mediated environment is specified as a five-component construct combining motivational- value, cognitive, operational-technological, reflexive-regulative and digital-communicative components. Second, a four-level methodology (philosophical, general-scientific, concrete-scientific and technological) is established, with systemic, competence-based, activity-based, personality- oriented, cognitive-didactic and digital-technological approaches assigned to their respective levels. Third, seven didactic principles are formulated for designing platform-based professional preparation. The framework provides a theoretical basis for subsequent modelling and diagnostic work and is directly applicable to the reform agenda of Uzbek higher education.