MODEL OF DIGITALIZATION PROFESSIONAL TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS

Digitalization in higher education constitutes a fundamental vector of contemporary societal progress, reshaping traditional paradigms of pedagogy, research methodologies, and institutional governance. Within the global information landscape, digital technologies function not merely as facilitators of educational communication but as transformative agents that redefine knowledge acquisition, processing, and dissemination. The current phase of educational evolution is characterized by the proliferation of digital platforms, which significantly enhance accessibility to academic resources and foster flexible, adaptive learning environments. The integration of advanced digital technologies across all facets of the academic process underpins the digital transformation of universities. The adoption of digital tools necessitates a reconfiguration of conventional instructional methodologies, incorporating multimedia applications, interactive simulations, and immersive technologies such as virtual and augmented reality. These innovations serve to augment student engagement and align educational experiences with practical professional scenarios, particularly in disciplines where experiential learning is indispensable, such as pedagogy and engineering. Beyond instructional practices, digitalization exerts a profound influence on the organizational and administrative dimensions of higher education institutions. The implementation of automated management systems optimizes processes such as student enrolment, academic performance monitoring, and institutional communication. Concurrently, the integration of digital technologies within scientific research fosters interdisciplinary collaboration and enhances access to extensive electronic repositories, thereby amplifying the efficiency and scholarly impact of academic inquiry. The present study seeks to develop a comprehensive model for the digitalization of professional training for future vocational education teachers. To achieve this objective, a comprehensive theoretical analysis of scholarly literature on educational digitalization was conducted, complemented by an empirical study employing a structured survey. The survey aimed to evaluate students’ foundational digital competencies, the readiness of both educators and learners to integrate digital technologies into the educational process, and the primary challenges hindering this transition. The research utilized both quantitative and qualitative methods for data analysis to ensure a robust and multidimensional assessment of the findings. The findings serve as the foundation for the development of a structured model aimed at enhancing the digitalization of vocational education teachers, ensuring its congruence with contemporary educational imperatives.