Professional training of STEM education teachers in the university ecosystem by means of digital technologies

 Changes in the technological, economic, and sociocultural environments have created the need for new approaches to teaching and research. Challenges that generate opportunities arise with the growth of technological influence and globalization, indicating the need for innovation to achieve strategic higher education goals in Ukraine. In the context of the university's educational ecosystem, which must meet the technological, social, and environmental challenges of the 21st century, it is possible to develop transversal skills that will help future professionals to learn flexibly, personally, and responsibly throughout their lives. A modern university responds to these challenges and builds social responsibility for the future. Future teachers in STEM education should assume such a responsibility to society. The purpose of this article is to analyze the impact of the university's educational ecosystem and digital technologies on the professional training of future STEM teachers; determine the features of this training; to clarify the definitions of "university educational ecosystem", "digital technologies". The article uses analysis, synthesis, comparison, and systematization to determine the impact of the university’s educational ecosystem and digital technologies on the professional training of future teachers in STEM education; clarification of definitions to understand these concepts in relation to our study; generalization as a way to solve the problem and draw conclusions. This study substantiates the relevance of professional training for teachers in STEM education using digital technologies and highlights their potential. The theoretical significance of this study is to clarify the concepts of "university educational ecosystem", "digital technologies", analysis of the features of professional training for future teachers in STEM education by means of digital technologies. Practical significance lies in the application of methods characteristic of one discipline to other fields of knowledge, which contributes to the effective professional training of future teachers of STEM education through interdisciplinary approaches. The conclusions of this article contribute to the development of professional training for future teachers in STEM education and deepen the theoretical foundation of STEM education in higher education, which will increase the competitiveness of specialists in the modern labor market.