SHAPING THE TRAJECTORY OF PROFESSIONAL DEVELOPMENT OF MASTER'S STUDENTS THROUGH MICROQUALIFICATION: PEDAGOGICAL FOUNDATIONS OF THE STACKABLE DEGREE MODEL

Abstract

In the context of changing professional standards and the digital transformation of education, there is demand for flexible, student-tailored, modular master's programs. One mechanism for implementing this approach is microqualifications, integrated into a stackable degree format that allows gradual accumulation of academic credits. The aim of the study was to develop and test a model for shaping the professional development trajectory of master's students in pedagogy through microqualifications organized on a modular, cumulative principle. The methodological framework included analysis of international and national practices, development of a modular structure based on professional standards, a pedagogical experiment involving 48 master's students from the Abai Kazakh National Pedagogical University, as well as a survey, expert evaluation, and content analysis of individual educational portfolios. The pilot study demonstrated an increase in the master's degree students' key competencies, primarily in terms of ICT integration into the educational process, digital literacy, methodological tools, educational and methodological design, and professional communication. Eighty-seven percent of participants rated the flexibility and ability to customize their trajectory positively, while 76% of employers noted an improvement in the quality of graduates' teaching. The findings confirm that the introduction of microqualifications into the structure of Master's degree programs in teaching increases the variability and personalization of educational trajectories, strengthens the connection between Master's degree training and the real needs of the labor market, and supports the continuous professional development of teachers. The proposed model can be adapted for other Master's degree programs and integrated into the national qualifications system.