PEDAGOGICAL INTERPRETATION OF AGILE METHODOLOGY PRINCIPLES IN THE TRAINING OF FUTURE IT SPECIALISTS
Abstract
The article provides a pedagogical conceptualization and interpretation of the values and principles of Agile methodology in the context of professional training of future IT specialists in Ukrainian higher education institutions. The starting point is to view Agile not as a set of isolated tools (Scrum events, visual boards, or templates) but as a value- and principle-based framework capable of organizing learning in conditions of rapid change, uncertainty of requirements, and fast technological renewal. The didactic meaning of the «customer» category within Agile principles is refined: in higher IT education, the customer is primarily the student as an active subject of professional development, as well as the labour market, which sets expectations for the graduate’s competency profile. It is shown that educational «value» and a «working increment» should be defined through demonstrable learning outcomes aligned with the educational standard and the educational-professional programme, as well as through verifiable professional artifacts (increments of a software product, technical solutions, test artifacts, minimally sufficient documentation, and presentation/defence of the solution).
Based on an analysis of recent Agile learning research, the educational Agile values are formulated and a pedagogical interpretation of the 12 Agile principles relevant to IT specialist training is presented, emphasising iterativeness, regular feedback, team self-organization, quality requirements, and reflective improvement. Prospects for further research are identified, including empirical verification of the effectiveness of Agile-oriented learning and the development of indicators for its implementation in blended and distance learning formats in higher education institutions.
Accepted: December 08, 2025
Published: January 16, 2026
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