Contemporary educational requirements for bachelor’s degree programs in “Software Engineering” necessitate comprehensive coverage of the entire software product development cycle, with particular emphasis on architectural design capabilities.
Conventional approaches to teaching object-oriented programming (OOP) predominantly emphasize language syntax, thereby insufficiently addressing professional standards that demand competencies in object-oriented analysis and architectural design.
The research methodology encompasses activity-based and task-based pedagogical frameworks, synthesis of didactic principles, systematic analysis of current educational practices, and development of a task typology corresponding to software product life cycle stages.
The paper presents ten principles for task-based approach implementation, seven criteria for OOP task selection, and their corresponding typology. Methodological implementation conditions are established, incorporating multi-criteria assessment of design solutions and integration with industry-standard development tools.
The proposed methodological framework facilitates the development of software product design competencies grounded in object-oriented programming principles while authentically modeling professional practice scenarios. The scientific contribution resides in the integration of the task-based approach within the software product design context. The practical value manifests in the development of methodologies for training prospective software engineers in object-oriented programming, with explicit consideration of software product life cycle phases.
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