Article

Received 15.02.2025

Revised 29.04.2025

Accepted 01.06.2025

Retrieved from Vol. 9, No. 1, 2025

Pages 60 -79

Bliznyuk, M., & Radko, Ya. (2025). Theoretical bases of digital competence of future vocational education teachers in professional training . Ukrainian Professional Education, 9(1), 60-79. https://doi.org/10.33989/2519-8254.2025.17.342369

Theoretical bases of digital competence of future vocational education teachers in professional training

Mykola Bliznyuk Yaroslav Radko

The digitization of education poses new requirements for the professional training of future vocational education teachers, in particular with regard to the formation of their stable and practically oriented digital competence. The aim of the study is to substantiate theoretical and methodological approaches to the development of digital competence in the process of professional training of future teachers of higher vocational education institutions. The article considers and applies theoretical analysis, synthesis, generalization, comparison, and pedagogical modeling. The result of the study is a clarification of the essence of the digital competence of a vocational education teacher as an integrated personality characteristic that includes a deep understanding of the didactic potential of technologies. Its structure is defined and substantiated, covering informational, communicative, content-creating, security, problem-oriented, and key pedagogical components (digital didactics, assessment, environment management). Digital competence includes not only technical skills in working with information and communication technologies, but also critical thinking, ethical and communication skills. Accordingly, future teachers are able to effectively use digital tools to design educational processes, assess and support students, and create innovative educational environments. A model for developing digital competence is considered, which integrates the principles of systematicity, integration, practical orientation, and continuity. It has been established that such formation requires comprehensive implementation in the educational process, overcoming psychological barriers, and constant updating of training content. The theoretical provisions and model can serve as a basis for updating educational programs, developing methodological recommendations, and improving the qualifications of teachers, contributing to the training of highly qualified specialists who are ready for the challenges of the digital age

digital technologies, professionalism, expertise, pedagogical didactics, educational technologies
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https://doi.org/10.33989/2519-8254.2025.17.342369