This article explores how cloud technologies can be used to develop the professional stability of future socionomic specialists in blended learning environments. Professional stability is a key factor for the competitiveness and adaptability of graduates in the labor market. The article focuses on the use of cloud services, such as Google Workspace for Education and Moodle, to enhance the ICT competence and the mental capacity of the students. The article also identifies the psychological and pedagogical conditions and the didactic capabilities of cloud services for developing the cognitive, motivational, behavioral, emotional and volitional components of professional stability. The article presents a methodological framework for designing the process of professional stability development based on cloud services. The article reports the results of an empirical study that assessed the level of development of professional stability components and related abilities, such as empathy, emotional self-regulation, vitality, among students in blended learning. The study found significant positive changes in the indicators of professional stability after the implementation of the cloud-based program. The article suggests further research directions for developing a comprehensive program for using cloud technologies in non-formal education and personalizing the process of professional development of future specialists.
Higher education is undergoing a transformation, as it adapts to the open and dynamic
educational system of the European Union. To achieve this, higher education institutions need to
adopt the latest methods that rely on information technologies, and meet the diverse needs,
abilities and interests of the learners. The rapid development of information technologies
and the challenges posed by the COVID-19 pandemic [
Cloud technologies are one of the most prominent and innovative information technologies
that are increasingly used in various sectors, including education [
Cloud technologies are one of the key factors for improving the quality, individualization and
personalization of higher education. They enable the interaction of multiple remote systems that
support the learning process, as well as their mobility and cost-efectiveness. Cloud computing
provides data resources to end users as an Internet service [
One of the important tasks is to formulate a comprehensive national policy of digitalization
of education as a priority component of educational reform, and as a key element of the Digital
Single Market of Europe and a part of the paradigm “Open Innovation – Open Science – Openness
to the World”, which is evolving within the European scientific innovation space. There is also
a need to develop a European cloud of open science and a European data infrastructure. The
implementation of the main postulates of the Concept has been underway for some time, and
various scientific research works in this direction have been conducted in Ukraine [
The dynamic changes in modern Ukrainian society create a socio-cultural and educational situation that requires enhancing the quality and professionalism of future specialists who can adapt and self-actualize in unstable and changing work conditions. Future professionals need to be aware of the connection between their personal characteristics and the requirements of their profession, and to construct their own personality within the framework of professionalization, which creates conditions for becoming a professional. The issue of students’ social mobility, readiness for self-education in the new information field, where integration competence plays an important role, is also urgent for modern Ukrainian student youth. The issue of professional stability is also relevant, as it is a practical aspect of a broader problem – the problem of competitiveness, eficiency and readiness for professional self-actualization in today’s uncertain conditions of professional activity. Therefore, it is also very important to find optimal ways to provide educational services that take into account the individual psychological characteristics of future specialists and the innovative trends of using cloud technologies in their training process.
The issue of creating cloud services is very popular in today’s world, where the priority is a
rapid development of information technologies and their use in public spheres. Many analytical
companies study the development market, build cloud services and implement them into
practice. The main purpose of professional training is to develop such a potential of a specialist,
which would ensure not only the quality of his professional duties, but also professional
selfimprovement. In the conditions of transformation of a society the problem of adaptation of
future experts to fast changes both in social and economic, and in cultural and educational
spheres of life acquires special sense. Today’s dynamic, competitive society requires the training
of a new type of professionals, namely those who could be creative, unconventional in
decisionmaking, be mobile and efectively carry out professional activities. Forrester Research has
assessed the current dynamics of cloud storage popularization and concluded that by 2020 the
cloud computing market will be $ 241 billion [
In the world’s developed countries, the technology of cloud computing is becoming more and more widespread. In the domestic market, they are also actively penetrating public infrastructure.
Infrastructure as a service (IaaS) is a model of providing on-demand remote access to a common pool of configurable computing resources (cloud infrastructure) with the ability to manage them independently.
The foundations for the creating and rapid development of cloud technologies were: • technical progress, rapid development of hardware: the ever-increasing power of processors, development of multi-core architecture and increase of the hard disk storage capacity; • high power Internet channels; • “large” Internet services, cloud data storage; • impact of quarantine conditions caused by COVID-19, combined with the need to perform certain activities.
Cloud storage is a model of online storage in which data is stored on numerous networked
servers which are provided to customers mostly by a third party. Data is stored and processed
in the cloud, which is, from the client’s point of view, one large virtual server. It should be noted
that the cloud is not the Internet itself, but the whole set of hardware and software that provides
processing and execution of customer’s requests. There are not many authoritative sources that
define the concept of cloud computing. The most comprehensive and fundamental approach
to this issue was proposed by Mell and Grance [
Characteristics of cloud computing: 1. Self-service on demand. The consumer, when he or she needs it, can use computing capabilities, such as server time or automatic network storage, without interaction with the staf of the service provider. 2. Wide availability via the network (Internet). Opportunities are available online; they are accessed on the basis of standard mechanisms; it ensures the use of heterogeneous thin and thick client platforms (e.g., mobile phones, laptops, PDAs). 3. Combining the resources into a pool. The provider combines its computing resources into a pool in order to serve a large number of customers using the principle of multitenancy. Diferent physical and virtual resources are dynamically distributed and redistributed according to the user’s needs. There appears a sense of location independence when the customer does not know where the computing resources they use are, but may be able to identify their location on a more abstract level (e.g. country, region or data center). Examples of resources can be data storage, computing power, RAM, bandwidth, virtual machines. 4. Ability for quick adaptation. Computing capabilities can be quickly and flexibly reserved (often automatically) for prompt scaling according to the customer’s tasks, and also quickly vacated. From the consumer’s point of view, the available options often look unlimited and can be purchased in any quantity and at any time. 5. Measurable service. Cloud systems automatically control and optimize resource utilization by measuring some abstract parameters. The parameters vary depending on the type of service. For example, they may be: data storage size, computation power, bandwidth and/or number of active user’s records. Resource use is tracked, controlled; reports are generated. Thus, both the provider and the consumer receive transparent information about the range of services provided (consumed).
Cloud technologies represent a new paradigm that provides a distributed and remote processing, data storage; they lead us to a new concept of using Internet resources in today’s educational environment.
The analysis of modern scientific research works has shown that there exists the experience
of using cloud platforms and virtualization technologies, including those based on the virtual
machines from Microsoft, Amazon, Google, for the organization of universal workplaces for
students with unification of system and application software for individual learning. Shevchuk
et al. [
Analyzing the possibilities of using cloud technologies as a component of future specialists’
professional training, taking into account personal psychological characteristics, Kolesnyk et al.
[
Osadcha et al. [
Analyzing the combination of traditional classroom education and distance learning, Petrenko
et al. [
The practice-oriented research of the staf of the research laboratory “Cloud Technologies in
Education” of Kryvyi Rih National University and the Institute of Information Technologies
and Textbooks of NAES of Ukraine demonstrates ways to implement models of cloud services
SaaS, PaaS, IaaS, which should be used in the process of doing the courses on mathematical,
natural cycles while organizing future specialists’ professional-practical training in the field
of information technology (on the example of software engineering, computer science and
computer engineering). Scientists have identified the most significant advantages of using cloud
technologies in future specialists’ training in information technology, namely the possibility
of using modern parallel programming tools as the basis of cloud technologies [
Analysis of literature sources has shown that the issue of development and implementation of cloud services in the process of training of competitive future professionals is an important area and it requires additional practice-oriented empirical research in order to expand the possibilities of creating cloud technologies and to implement them successfully not only in the sphere of education but also in other no less important areas of human activity.
Interdisciplinary research was conducted as part of research work carried out at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of future professionals’ training in the conditions of blended learning”, state registration number: 0120U101970. Taking into account the pandemic conditions and social isolation, from 2019 to 2020 on the basis of Bogdan Khmelnitsky Melitopol State Pedagogical University in the context of the program “Development of professional stability of the future specialist in the conditions of information and educational transformations” the implementation of the psycho-correctional program, based on the elements of cloud technologies, was proposed. The following methods were used in the research process: method of theoretical analysis of literature sources on the introduction of cloud technologies in the educational process of higher educational institution and on the implementation of distance learning based on the principles of adaptive and personalized learning; analysis of modern experience of psychological and pedagogical support of integrative process of future specialist’s professional stability development; systematization of practical experience of enhancing the person’s working capacity in higher educational institution; analysis of the practical implementation of Google Workspace for Education in the program of the future specialist’s professional stability development; a set of psychodiagnostic examinations using Google Forms; experimental study consisting of two stages: ascertaining and formative.
Modern information and educational environment of the university is analyzed in the context of the electronic display of various aspects of the university activity on the Internet. There are diferent plans for designing the e-learning environment that take into account the interests of diferent groups of network users. From the socio-psychological standpoint, the electronic educational environment of the university takes an active part in the improvement of educational technologies, emergence of new aspects of teaching activity, and creation of the conditions of students’ self-realization.
Example of modern cloud-based services for educational institutions is Google Workspace for Education. Google’s online services for educational institutions have a number of advantages, which makes it possible to use them in any educational environment where there is an Internet connection (figure 1).
Modern computer technology allows students, teachers and researchers to use several devices for the communication and work: laptops, computers, smart phones, mobile phones, etc. Google Workspace tools are supported by a variety of devices, so it is a widely available and universal IT technology to work with in the modern educational environment. Google Workspace include more than sixty free services that can be connected to one domain, including video hosting service YouTube, CMS Blogger, Google Analytics, organization chart service Lucid Chart, graphic editor Aviary, etc. They are easy to use, are serviced by Google and do not require downloading, installing or maintaining hardware or software. In addition to its diversity, which meets any needs of the modern teacher, Google applications have such characteristics as accessibility, simplicity, reliability, low cost, stability, variability, quality. The additional arguments in favor of choosing Google services and other services for the educational purposes are the availability of special applications for phones and tablets, centralized data storage, information security and Ukrainian interface. Google Workspace for Education combines a number of useful services, such as: • Gmail – a free e-mail service; • Classroom – assistance of learning; • Drive – file hosting using cloud technologies; • Calendar – time planning; • Vault – archiving and management of user’s data; • Docs – a set of tools for working with ofice files; • Sheets – processing of data presented in the form of spreadsheets; • Forms – creating online forms and conducting surveys; • Slides – creating presentations, regardless of the available device; • Sites – a platform for hosting and a designer for creating sites; • Meet – interactive communication and video conferencing tool.
The above mentioned services can be used both separately and in combination, as a
complement to each other [
Today, one of the most well-known and widely used services for organizing learning of students is Google Classroom (https://classroom.google.com). Its use allows you to organize efective interaction of all participants of the educational process, distribute educational materials and provide the execution of various educational tasks with necessary software, assessment of students’ learning outcomes. Google Classroom provides a user-friendly interface for creating and managing training courses. It gives a wide range of opportunities for the organization of the educational process in higher educational institutions. The service has all necessary facilities for the communication, task setting and testing. Also, the use of Google Classroom helps to increase learning motivation; saves time for the preparation; provides clear and interactive information, so it contributes to better assimilation of information. The use of Google Classroom in the process of future professionals’ training systematizes the work of all participants of the educational process and takes it to a higher level.
Taking into account the dominant advantages of using Google Classroom in the organization
and monitoring of the educational process in the university and certain quarantine restrictions
due to COVID-19 [
Team building and corporate ethics of interpersonal interaction.
Module 2. Development of modern specialist’s psychological and pedagogical competence.
Content lines: 1. Information part. Fundamentals of inclusive education, children with special educational needs: peculiarities of learning and development, psychological and pedagogical conditions for their assistance in the educational process, universal design in education. Establishment of the safe educational environment, prevention of bullying and its overcoming in the educational institution, modern problems of adaptation and socialization of the students; formation of students’ social competencies in the process of neuromanagement. Pedagogy of partnership: interaction with teachers, parents, local authorities, and community. Psychological support of talented children. 2. Practice-oriented part. Development of specialists’ emotional competence. Specialists’ psychological competencies: psychological features of the child’s development at diferent age stages, strategies and tactics of professional and personal burnout prevention, psychology of team building; psychodiagnostics of student’s personality, psychodiagnostics of educational management. 3. The part is aimed at developing the professional stability of the individual. In this block, group lessons were implemented aimed at developing the emotional component of professional stability and goal-setting skills: • Professional stability and psychological well-being as determinants of the competitiveness of a future specialist; • Professional stability as an alternative to learned helplessness; • The art of setting and achieving professional goals; • Personal formula for professional success Module 3. Organizational and methodological principles of the development of specialist’s professional competencies.
Content lines: 1. Information part. Practical psychologist’s educational and preventive work in the educational institution. Counseling as a method of psychological influence. The use of art-therapeutic techniques in the educational process. Conflict prevention and resolution using renewable techniques. Functioning of psychological service in the system of education in the conditions of the New Ukrainian school: legislative base. 2. Practice-oriented part. Development of a practical psychologist’s digital competence: • protection of personal data on the Internet, safe use of digital technologies and services; legal and ethical requirements for the use of information and communication and digital technologies in professional activities; • cloud services in the professional activity of a specialist; streamlining digital educational resources, ensuring accessibility, organizing the interaction of participants in the educational process; • use, creation, design and distribution of digital educational resources; • use of distance learning technologies; virtual class: an overview of the resources for creating a virtual class; creation and organization of the educational process; • preparation of a distance course: selection of a platform for webinars, educational process planning, preparation of a scenario for a webinar; providing interactive distance interaction of participants in the educational process; • specialist’s digital portfolio; working with documents; creating and compiling a portfolio using a site (blog). 3. The part is aimed at developing the professional stability of the individual. In this block, a personality-oriented approach is implemented in the process of updating the creative potential of future specialists. Students researched and used the mechanism of creativity for the development of resource components of professional sustainability. The following group training sessions were held: • Creative creativity as a resource for development professional stability; • Professional and personal potential as the foundation of creative creation. To achieve an efective result, students are familiar with the “Quest of resilience” methodology to prevent the devaluation of their own achievements in the process of solving practical professional problems.
Module 4. Introduction of innovative technologies into various spheres of psychological and pedagogical activity.
The subject of study – modern practice-oriented technologies and methods of psychological assistance of individuals and groups. The purpose – acquaintance with and internalization of innovative practice-oriented technologies in practical psychologist’s activity.
Content lines: 1. Information part. Innovative technologies for working with children with special educational needs. Development of interhemispheric interaction by the method of kinesiology. Innovative coaching technologies in a modern specialist’s activities. Innovative art-therapeutic technologies in various spheres of public practice. Case-study technology in a modern specialist’s educational work. Supervision in psychological practice: modern realities. 2. Practice-oriented part. Within this block, future specialists developed, implemented and analyzed the efectiveness of the developed training program, focused on solving current social problems. Based on the results of the implementation, students wrote down in online format a qualitative and quantitative analysis of the efectiveness of the implementation of a personal training program. 3. The part is aimed at developing the professional stability of the individual. In this block of the module, group lessons are implemented, focused on the development of the general level of individual resilience: • Development of communication skills as an element of “involvement” (according to S. Maddy); • Development of teamwork skills, conflict-free communication skills as an element of “involvement” (according to S. Maddy); • Development of skills of confident behavior as an element of “involvement” (according to S. Maddy); • Development of skills of stress-resistant behavior as an element of “control” (according to S. Maddi); • Teaching relaxation skills, self-control emotions as an element of “control” (according to S. Maddy); • Development of the ability to set a goal as an element of “control” (according to S. Maddi); • Development of self-knowledge as an element of “risk taking” (by S. Maddy); • Development of a positive Yconception as an element of “risk taking” (according to S. Maddy)
Due to the practical orientation of this online course, its structure includes a comprehensive training program “Development of professional stability of the future specialist in the conditions of information and educational transformations”, which was conducted using Google Classroom cloud technology. In order to provide feedback and stimulate sharing with the participants of the training group, the technical capabilities of Google Meet and the Trapscan application (psychological diary) are used. The application uses one of the main methods of cognitivebehavioral therapy – ABC analysis. The role of thoughts in shaping the mood and well-being of the individual is very significant and it is not the situation that afects what emotions a person feels, but the perception of this situation. The application allows you to keep a diary and analyze personal reactions, work with your thinking, improving the quality of your life. Duration of this training: 18 hours (9 classes of 2 hours each). The duration of each class may slightly vary depending on the degree of participants’ interest and the actualization of their problems.
When indentifying the essential characteristics of specialist’s professional stability, we took
into account the following methodological ideas:
• stability is a qualitative characteristic of any object, system or individual; thus, quality
means some certainty of the subject or the individual possessing certain specific features;
• stability is manifested in holistic systems, self-organization of which is impossible without
the existence of a hierarchical structure of internal factors;
• stability of the psychologist’s personality is formed in the process of self-identification
and professional development and is manifested in the work and active self-organization;
• stability is the result of the functioning of mechanisms that actively counteract the
negative influencing factors [
The developed model of structural components of future specialist’s professional stability acts as a theoretical and methodological basis for the development and implementation of this training program (figure 2). As a result of theoretical analysis, we have identified the following components in the structure of the future specialist’s professional stability.
Based on the model of development of future specialist’s professional stability, as a factor of efective mental capacity of the individual, all structural parts of the training were divided into the following blocks: • formation of psychological readiness to work in new transformational conditions; • development of psychological awareness of various aspects of professional activity; • enhancement of personal eficiency and working capacity; • development of specialists’ personal stress resistance to the growth of mental load and work in the new information conditions; • formation and development of professionally significant cognitive qualities; • development and improvement of skills and abilities to establish psychological contact with diferent categories of citizens; • formation of skills of role behavior in diferent situations of professional activity; • improvement of the ability to apply psychological and pedagogical methods of influence in the complicated conflict situations of communication; • formation of the ability of psychological stability in tense situations of professional activity; • development of personality’s positive emotional and volitional qualities, training of specialists in self-regulation and self-management; • formation of volitional activity and skills of volitional actions; • development of positive internal motivation to carry out efective professional activity; • preparation for mental overload at work.
The structure of each unit included three elements: 1) acquaintance with the characteristics of a particular trait that was developed, a metaphorical explanation of the content and objectives of the unit, “warming-up” activities; 2) the main part; 3) reflection on the unit as a whole.
The training program was designed and piloted taking into account the following principles: the principle of purposeful creation of emotionally colored situations (active influence on the individual, creation of appropriate conditions for the perception and assimilation of new knowledge that is emotionally colored and has personal significance); the principle of personal developmental communication (understanding, recognition and perception of personality); the principle of using empathy as a psychological mechanism in the education of personality (includes two cognitive components – the ability to distinguish and name the emotions experienced by other people and take another person’s position; and the emotional component – the ability to respond emotionally); the principle of systematic analysis of one’s own actions and the actions of others (it contributes to the formation of the ability to predict the above mentioned results and has a positive efect on the development of behavioral skills of overcoming instantaneous aspirations, states, desires).
The program is created in accordance with the principles of the Accelerated Learning Theory and implies all the latest advances in the field of methodology of teaching adults.
While conducting a formative experiment based on the piloting of a comprehensive training program “Development of professional stability of the future specialist in the conditions of information and educational transformations” we introduced the practical online course “Modern innovative technologies in education and psychology” in order to identify the efective psychological and pedagogical conditions for the development of professional stability, as a factor the specialist’s mental capacity. After conducting the formative experiment we compared the results of two psychodiagnostic assessments. The sample was randomized and consisted of 58 people who did practical online course “Modern innovative technologies in education and psychology” – 30 people, future professionals in psychology, who participated in the training program and 28 people, future professionals, who didn’t take part in the training program. The psychodiagnostic unit of the study included a survey using Google Forms.
According to the analyzed structural components of professional stability of the personality in the psychodiagnostic block the following techniques were carried out: • For successful higher education and maintaining the optimal level of professional stability of students, it is important to have a valuable motivation to study. For this purpose, we used the method of “Motivation to study at university”; • Methodology “Questionnaire to determine the level of socio-psychological stress”, aimed at identifying the level of manifestation of socio-psychological stress in future professionals at diferent stages of professional genesis, which afects the indicators of their overall level of professional stability; • Methodology “Coping behavior in stressful situations”, aimed at identifying the dominant coping stressful behavioral strategies in students. Obtaining these data allows a more thorough study of the psychological conditions for the development of their professional stability, because only a constructive coping response to stress, aimed at rational analysis of the problem and solve a complex stressful situation, allows future professionals to overcome dificulties and successfully solve professional problems without reducing performance. • “Questionnaire DORS – Diferentiated assessment of states of reduced eficiency (fatiguemonotony-oversaturation-stress)”, which is aimed at determining the degree of manifestation of each of the physiological states of personality stability (fatigue-monotonysaturation-stress). The development of these states leads not only to a decrease in resistance, but also afects the qualitative characteristics of behavior and emotional coloring of experiences, which provokes significant changes in the motivational sphere of personality.
The analysis of the results of piloting the system of psychological and pedagogical measures
showed the significant diferences between the control and experimental groups in terms of
indicators of professional stability and the development of its psychological and pedagogical
conditions. Significant changes in the indicators have been traced according to all the methods
used. In order to identify the significance of the changes that occurred after the correction
work, we used the G-criterion [
This work contributed to the efective formation of experimental group specialists’ value motivation for learning (table 1).
As we can see from table 1, in the experimental group there was an increase by 16.66% in the number of people wishing to master the profession (from 10.00% to 26.66%). It means that they rethought themselves as future professionals; they started demonstrating the desire to develop professionally important qualities, to become an educated person and a high-caliber professional. In addition, the number of people, who are focused on the acquisition of certain professional knowledge, showing curiosity, purposefulness and independence in the process of knowledge acquisition, has slightly increased (from 33.36% to 36.67%). Due to this, there was a decrease by 20.01% in the number of respondents who considered getting a diploma or professional certification as a priority of learning. That is, it can be stated that after conducting some activities the motivation for learning of the experimental group respondents has become more valuable. Having analyzed the indicators of the control group, we saw only a few changes. There was a shift of only 3.57% in motives of mastering the profession and getting a diploma. Also, according to the results of correlation analysis it was found out: with = 108 , typical shift is positive. Negative shifts – 32. . It means that 0 is not
As we can see from table 2, after the introduction of the training program, in the experimental group there was an increase by 13.34% (from 33.33% to 46.67%) in the number of people with a low level of stress and there were no people with a high level of this indicator. Future professionals have stopped perceiving the process of adaptation to the introduction of information, cloud technologies in the educational space as that associated with stress. There was a slight decrease of the medium level of this indicator (from 63.3% to 53.33%), which proves the efectiveness of the development of the experimental group students’ personal stress resistance, their ability to tolerate stress. There are only a few changes in the control group. Having used the G-criterion, we found out that the changes were due to the implementation of the correction program, but not thanks to the external artifacts that threaten the internal and external validity of the experiment. With = 115 , the typical shift is positive. Negative shifts – 38.
– a number of untypical shifts, so proved, but 1 is accepted. = 38, <
. It means that 0 is not
The formation of the efective individual behavioral styles to overcome stressors after conducting experimental activities is confirmed by the following data (table 3).
The table 3 shows the increase in the percentage of participants of the experimental group (from 23.33% to 36.66%) who choose coping, focused on solving the problem, and a significant decrease (from 70.00% to 50.00%) in the number of people who prefer to avoid coping in stressful situation. That is, thanks to the work done, future specialists in situations of stress and uncertainty have become more focused on rational analysis of the problem, its constructive solution, they try to create and implement a plan to solve a complex stressful situation, rather than just blindly avoid their problems applying protective mechanisms or compensating for problems as before. In addition, in the experimental group, the number of people, who prefer not to think about problems at all, involving others in their experiences, trying to forget in a dream or compensate for negative emotions with food, decreased by 6.67%. Analyzing the changes in the control group, we can state in general the same indicators. With = 58 typical shift is positive. No negative changes were identified. – a number of untypical shifts, so = 0, < . It means that 0 is not proved, but 1 is accepted.
The introduction of the training program based on the cloud technologies has had a positive impact on all states of the reduced capacity, in particular among the experimental group participants.
Thus, there was an increase of 10.00% (from 10.00% to 20.00%) in the number of people with a low level of fatigue, which indicates that future professionals perform mental work online without exhaustion and significant errors. Due to this, the number of respondents with medium indicators of this state decreased by 3.33% (from 83.33% to 80.00%). Future specialists gained skills of rational organization of mental activity, which allowed them to get rid of highlevel indicators on this parameter (from 6.66% to 0), which proves the ability of students to perform mental activities and tasks without deterioration of the working capacity. Analyzing the indicators of this state manifestation in the control group, only partial shifts were noted (a number of people with a high level decreased by 3.57% and a number of people with a medium level of fatigue increased accordingly). With = 58 typical shift is positive. Negative shifts – 37.
50 ( ⩽ 0.05) = { 46 ( ⩽ 0.01) – a number of untypical shifts, so = 37, < . It means that 0 is not proved, but 1 is accepted.
Accordingly, the work, which was carried out, also afected the indicators of monotony. It has to be noted that significant changes are noticeable in the experimental group. Therefore, the indicator of a high level of monotony decreased by 6.66% (from 10.00% to 3.34%). The participants demonstrated an increase of attention and the general ability to strong-willed eforts, they showed their general inclusion in innovative mental work. It should be noted that the number of people with a medium level decreased by 3.33% (from 76.66% to 73.33%) and the number of students with a low level of monotony decreased by 9.99% (from 13.34% to 23.33%). By developing the ability to gradually approach the perception and performance of intellectual actions, gradual mobilization and appropriate adjustment of the body to more efective execution of these actions, students learned to adaptively perceive the latest online intellectual activity, while maintaining a high level of working capacity. Assessing the indicators of this state manifestation in the control group, we noted only partial changes (there was a decrease in the high level by 3.58% and, accordingly, an increase in the medium level of manifestation of monotony). With = 40 typical shift is positive. There were no negative shifts identified. – a number of untypical shifts, so = 0, < . It means that 0 is not proved, but 1 is accepted.
According to the indicator of mental oversaturation, it was found out that due to the introduction of highly eficient cloud technologies in the development of professional stability (namely, diversification and emotional saturation of mental activity in the process of performing practice-oriented tasks), low level of this state increased by 13.33% (from 26.67% to 40.00%), so future professionals have learned to perceive mental activity without a wish to stop it. Accordingly, the indicators of the medium level of oversaturation decreased by 13.33% (from 73.33% to 60.00%), indicating the formation of respondents’ ability to accept subjectively uninteresting activities without changing the stereotype of performing reasonable actions. In the control group the oversaturation indicator remained unchanged. With = 58 typical shifts are positive. Negative sifts – 37. – a number of untypical shifts, so = 37, < . It means that 0 is not proved, but 1 is accepted.
Thanks to this work done, it was possible to increase by 16.67% the number of people with a low level of stress (from 20.00% to 36.67%), which indicates an increase in their stress resistance and the formation of skills of self-regulation of their own psychophysiological state. Due to this, the number of people with a medium level of this state decreased by 16.67% (80.00% to 63.33%), they have an experience of overcoming a dificult stressful situation. In the control group the indicators of stress remained almost unchanged.
The training work helped to increase students’ neuro-psychological stability. According to the formative experiment results, there was an increase in the level of neuro-emotional stability in both experimental and control groups. But more significant changes took place in the experimental group. In particular, the number of people with a low level of neuro-emotional stability decreased by 10% (from 66.66% to 56.66%) and the number of people with a high level of this indicator increased by 10%. This states that the respondents have become more optimistic about the reality when doing the educational activities in the online format under quarantine restrictions. They adequately perceive new transformational innovative requirements of the intellectual and educational environment. These shifts in the control group were shown only partially (there was a decrease by 3.57% in the number of people with a low level and, accordingly, there was an increase in the number of people with a high level of neuro-emotional stability).
Thus, the results of statistical processing of empirical data proved the efectiveness of the training program, based on cloud technologies, in the process of developing the future specialists’ professional stability in the modern educational environment. The corresponding program, in contrast to the traditional training, has certain advantages, which were identified according to the feedback, received from the participants: • personal orientation and personification; • possibility of in-depth study of personal problems; • psychological and emotional security; • free timing and autonomy in performing practice-oriented tasks; selection of the tasks depending on personal requests, etc.
Cloud services are emerging as a powerful tool for enhancing the quality and eficiency of education, especially in the context of quarantine and social isolation. They enable the creation of learner-centered information environments that support personalization, individualization, collaboration, and networking. They also facilitate the development of professional competencies and information literacy among future specialists. However, the use of cloud services in education also poses new challenges and requires new skills and strategies from both educators and learners. Therefore, we propose a model for developing future specialists’ professional stability with the help of cloud services, which aims to foster their adaptability, creativity, and self-regulation in the face of changing demands and opportunities in the modern world. Our model is based on the integration of cloud technologies in formal and informal education, as well as on the monitoring and evaluation of the individualized and personalized learning outcomes.
Our future work will focus on designing and implementing technologies for applying our model in various educational settings, taking into account the individual characteristics of learners in online learning. We will also explore the possibilities and limitations of cloud technologies for supporting diferent types of learning activities and interactions, as well as for enhancing the quality and accessibility of education.