PEDAGOGICAL FOUNDATIONS OF CONCENTRIC EDUCATIONAL SOFTWARE DESIGN FOR DEVELOPING STUDENTS’ PROFESSIONAL INTELLIGENCE
Keywords:
Professional intelligence; concentric approach; educational software; modular learning; personalised learning trajectory; academic gamification; learning analytics; creative synthesis.Abstract
The accumulation of professional information does not necessarily enable a student to analyse an unfamiliar situation, select an appropriate action or improve a proposed solution. This article examines the pedagogical foundations of educational software organised through a concentric approach to the development of professional intelligence. The study uses conceptual analysis, comparison of educational models and functional systematisation of the theoretical materials presented in the first chapter of the dissertation. Professional intelligence is considered through four interconnected components: cognitive, operational, reflective and creative. Concentric software integration is explained in content-related, methodological and technological dimensions. The article compares traditional concentric, spiral and modular–concentric arrangements and identifies the role of a recurring conceptual core in progressively demanding professional tasks. An adaptive cycle connects the collection of learning evidence, interpretation of learner needs, selection of a task and presentation of feedback. Academic gamification is considered as support for participation, while rapid analysis and creative synthesis remain substantive learning objectives. A smart lighting problem illustrates how a common professional object can connect theoretical knowledge, practical decisions and interdisciplinary considerations. The principal outcome is a conceptual basis for software and instructional design, not a report of an implemented adaptive system or measured educational effectiveness.
