Variable Formats of Interactive Content in the Training of Cadastral Specialists

Problem. Modern educational programs for training personnel for the field of land management and cadastres face a challenge: despite the high didactic potential of digital services for creating interactive educational content, traditional methods that do not provide a sufficient level of involvement and interactivity prevail in the practice of training specialists. This situation leads to insufficient motivation of students, complicates the formation of their professional competencies in working with spatial data, geographic information systems and land and real estate monitoring technologies. There is no systematic methodology for integrating interactive formats into the educational process, which creates a contradiction between the capabilities of the digital environment and real teaching practice. The aim of the study is to test variable formats of interactive educational content on the Udoba platform to improve the quality of mastering the discipline “Monitoring of Lands and Real Estate” and the formation of professional competencies of students of the land management and cadastral profile, analysis of the pedagogical potential of the digital service in the context of the digital transformation of education. Methodology. The study used the ideas of the subjective and activity approaches, which allow focusing on the active role of the student and the formation of practical skills through solving professional problems. The methods of analyzing scientific literature, comparative analysis of digital platforms, modeling and testing of various formats of interactive educational content (quizzes, simulations, interactive maps, longreads, multimedia presentations), as well as analysis of statistics of student interaction with content on the Udoba platform were used. The experimental part included a comparison of the control and experimental groups of students on the educational program “Land Management and Cadastres” using LMS Moodle. Results. The introduction of interactive formats on the Udoba platform showed a significant increase in cognitive activity, development of critical thinking, sustainable motivation for learning and practical competencies among students. The didactic advantages of multimodal formats were revealed: the ability to personalize learning paths, flexible adaptation of materials to individual needs, instant feedback, modeling of real professional situations. The experiment confirmed an increase in engagement and quality of material acquisition in blended and distance learning. Conclusions. The authorʼs innovation lies in a systematic approach to the integration of variable interactive formats of educational content using the Udoba cloud platform, which ensures flexibility, adaptability and a high level of student engagement. The developed methodology not only improves the quality of training specialists in the land management and cadastral profile, but also serves as a model for improving digital educational technologies. The main idea of the work is to create a pedagogically sound system for the introduction of interactive digital resources that promotes the development of professional competencies and individualization of training in the context of the digital transformation of education.