ЦИФРОВА ПЛАТФОРМА ЯК ЗАСІБ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ТА КОМУНІКАЦІЇ МАЙБУТНІХ КВАЛІФІКОВАНИХ РОБІТНИКІВ МАШИНОБУДІВНОЇ ГАЛУЗІ

The relevance of this research is driven by new demands on the vocational education system, particularly in the mechanical engineering sector, amid the digital transformation of the economy and the emergence of Industry 4.0. Given the rapid pace of technological advancement, there is an urgent need to integrate digital educational platforms into the training of skilled workers. Digital platforms can provide access to modern educational resources, personalized learning pathways, and simulations of production processes. This enables vocational training to better align with the needs of a high-tech labor market, making it more flexible, interactive, and effective. Objective: To develop and justify methodological principles for creating a digital educational platform for the vocational training of future skilled workers in the mechanical engineering industry, taking into account current trends in digitalization, industry-specific features, and learners’ educational needs. Methods: Theoretical analysis of scientific sources on digital platforms, vocational education, and Industry 4.0 technologies; modeling of the functional structure of the educational platform with consideration of its goal-oriented, content-based, methodological, and communicative components; comparative analysis of existing digital platforms based on criteria such as functionality, user interaction, and adaptability to educational needs; expert evaluation of pedagogical and technical solutions for the platform; design and testing of a website that includes interactive learning modules on CAD, CNC, and robotics, as well as analytical tools for progress monitoring. Results: The study summarizes the classification of digital platforms by functionality and user interaction; formulates methodological principles for the development of educational platforms in the mechanical engineering sector (personalization, accessibility, interactivity, compliance with industry standards); develops a prototype of a digital platform for training future specialists, including adaptive learning, video content, simulations, analytics dashboards, and integration with LMS and social networks; substantiates the feasibility of incorporating digital technologies such as AI, AR/VR, IoT, and blockchain into the platform structure; justifies the need to enhance teachers’ digital competence for the effective implementation of platform-based learning. Conclusions: As a result of the conducted study, it was demonstrated that the digital platform is a key tool for modernizing the vocational education system in the context of digital transformation, particularly for the machine-building industry. It enables the integration of individualized learning with the real demands of the labor market, creating a flexible educational environment that fosters the development of professional competencies in future skilled workers of the machine-building sector. The developed methodological model of the platform, which includes target, content, methodological, and communicative components, ensures the integration of the educational process with modern production technologies and labor market requirements. The implementation of the digital platform concept requires an interdisciplinary approach, technical support, and regulatory legal framework; however, it holds significant potential for the modernization of vocational education. The effectiveness of the digital platform depends on its ability to integrate modern technologies, support educators, provide feedback, and meet professional training standards.