ASSESSMENT OF DIGITAL COMPETENCE IN VOCATIONAL EDUCATION AND ANALYSIS OF ITS FACTORS (USING THE EXAMPLE OF THE SVERDLOVSK REGION)

The article presents the results of a survey of teachers of vocational education and masters of industrial training in the Sverdlovsk region. The study involved 583 teachers of the secondary educational institutions of the Sverdlovsk region. The purpose of the study is to study the relationship between the level of digital competencies of teaching staff of educational organizations of the secondary vocational education system (SPE) and the management decisions made regarding the digitalization of the organization. Novelty. The article provides an analysis of variables in two categories – “Choice of digital resources” and “Creation of digital resources” on the work of a vocational education teacher with digital tools. Methods and techniques. When processing the results of the survey of respondents, factor analysis made it possible to identify a latent feature indicating a high-level proficiency of vocational education teachers with digital tools, which was later used for regression analysis as a dependent variable. Regression analysis has shown that the level of digital competencies depends on individual factors: age, involvement in continuous digital education, as well as institutional ones: the presence of a digital transformation strategy in the organization, the degree of equipment with digital tools. The significance of the “gender” variable on the level of proficiency in digital tools has not been revealed. Also, the level of digital maturity in an educational organization becomes higher with the strategic document on digital transformation developed for the college, which affects the level of digital competence of vocational education teachers and masters of industrial training. Practical significance. The identified predictors will further identify colleges belonging to the risk group that need additional support from regional education authorities to achieve digital maturity.