THE INTERNSHIP SYSTEM IN HIGHER EDUCATION INSTITUTIONS AND ITS ROLE AND IMPORTANCE IN PERSONNEL TRAINING

Аннотация

This article scientifically analyzes the content and essence of the internship system in higher education institutions, the mechanisms for its organization, and its role and impact on shaping students' qualifications. Additionally, proposals and recommendations for improving theinternship system are provided. Key words:internship, workforce development, higher education, industrial experience, integration, international experience, digitization. Rapid changes in the global labor market demand that higher education systems prepare skilled, innovative, and adaptable professionals. This has increasingly emphasized the role of practical training in the educational process. According to UNESCO estimates, 85% of modern jobroles prioritizepractical skillsover theoretical knowledge. Preparing competitive, skilled professionals who meet contemporary demands is one of the main objectives of the higher education system. In this process, developing practical skills, alongside theoretical knowledge, is of particular importance. From this perspective, the internship system plays a significant role in the professional development of students as an integral part oftheeducational process. Internship is a stage in the professional preparation of students, aimed at teaching them how to apply theoretical knowledge in practical activities, and at developing professional competencies in a real work environment. Its main goals are: to develop practical skills related to professional activities, to introduce students to the production environment (workplaces), to ensure professional socialization, and to reinforce the application of theoretical knowledge in practice. Today, the integration between education and industry is strengthening. In this process, internships: deepen professional competencies, help identify students' professional interests and career paths, create opportunities to establish connections with potential employers, and provide opportunities to learn and implement innovative approaches. Additionally, the results of internshipsserve as analytical materials forimproving educational programs. Experiential Learning Theory (ELT), developed by American educator and psychologist David Kolb (1984), views the learning process as an active, dynamic, and cyclic system that is continuously shaped by experience. According to Kolb, people acquire knowledge not only by mastering prepared theoretical concepts but also by directly engaging in activities, learning from mistakes, analyzing them, and engaging in deep reflection. This approach isparticularly effective foradults andindividuals preparing forprofessional careers. page212 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue04,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai David Kolb's model consists offourmain stages: 1. Concrete Experience – The learning process begins through participation in real-life situations. A student or participant gains direct experience, such as through practical exercises, laboratory work, orinternships. 2. Reflective Observation – This stage involves reflecting on the experience, drawing conclusions, and analyzing both mistakes and successes. In this stage, the learner has the opportunitytounderstand what happened and viewthereality from various perspectives. 3. Abstract Conceptualization – The conclusions drawn from reflection are generalized and expressed in theoretical frameworks, models, or concepts. In this stage, the learner systematizes individual orgroup knowledge and elevates it to thelevel of general principles. 4. Active Experimentation – This stage involves testing the acquired knowledge and skills in new situations. Here, the student, based on prior experience, engages in new activities and attemptsto apply theoretical knowledge in practice. This cyclical process aids learners in integrating theory with practice effectively, enhancing theirabilityto adapt and succeed in professional environments. David Kolb’s model emphasizes learning through active participation, self-assessment, and learning from experience. This approach not only helps in deeper comprehension of knowledgebut also encourages itsindependent application in real-lifesituations. Furthermore, based on David Kolb’s theory, students' distinctive learning styles are classified. These include assimilators (who prefer theory), divergers (who tend to observe), convergers (who actively solve practical problems), and accommodators (who make decisions based on experience). This methodological approach is applied to identify each student’s individuallearning characteristics anddevelop corresponding instructional methods. David Kolb’s model is widely used, especially in education systems that are based on practical activities, such as medical education, engineering, pedagogy, and business management. In the medical education system, for example, students observe various cases du