Readiness of higher education institutions for implementing dual education
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.16Keywords:
clinical practice, dual education, foreign language, graduate employment, international experience, medical higher education institutionsAbstract
Dual education has gained relevance as a strategy to strengthen links between higher education institutions and the productive sector, particularly in professional fields requiring intensive practical training. This study aims to describe the preparedness of higher education institutions for implementing the dual education model by identifying institutional, regulatory, and operational factors influencing its adoption. A mixed descriptive and comparative approach was applied, combining regulatory analysis, statistical data review, and a survey administered to academic and administrative staff from selected institutions in Ukraine, Poland, and Germany. The survey explored perceptions of benefits, barriers, institutional capacity, and implementation conditions. Quantitative data were examined using descriptive and inferential statistics, while qualitative inputs supported contextual interpretation. The findings reveal cross national differences in regulatory frameworks, institutional coordination, and perceived preparedness, alongside shared challenges such as limited institutional experience, organizational complexity, and resource constraints. Respondents also emphasized benefits related to employability, practical skills development, and stronger university industry collaboration. Rather than measuring readiness levels through indices or scales, the study provides a diagnostic overview of current conditions. The results offer evidence based insights that can inform institutional planning, policy development, and future research on technological and organizational readiness within dual education systems worldwide today broadly.
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Copyright (c) 2025 Galyna Buchkivska, Olena Petryshena, Olena Mashkina, Valeriy Kolyukh, Larysa Kozibroda
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