THEORETICAL MODEL FOR DEVELOPING PROFESSIONAL COMPETENCIES IN FUTURE VOCATIONAL EDUCATION TEACHERS

Purpose. This study aims to develop a theoretical model for forming professional competencies of future vocational education teachers, addressing contemporary challenges posed by digital transformation and globalization. The research seeks to analyze the theoretical foundations of teacher training based on Ukrainian and international experiences, identify the model's key components (target, content, procedural, and resultative blocks), substantiate pedagogical conditions for its implementation, and establish criteria for assessing competency development. The ultimate goal is to create a comprehensive tool to enhance the quality of teacher education, ensuring competitiveness and adaptability to labor market demands. Methods. The research employs a systemic approach as its core methodology, viewing competency formation as an integrated system with interconnected elements. A literature review of works by Ukrainian and international scholars (e.g., N.P. Redziuk, Ye.K. Semenov, I. Prylepa, M.A. Yuzik) provides a synthesis of modern approaches, including competency-based, digital, and cross-disciplinary perspectives. Theoretical modeling is utilized to construct a four-block framework, while synthesis of normative documents (e.g., Ukraine’s Concept of Pedagogical Education Development) and prior studies supports the justification of pedagogical conditions. Competency assessment is structured around motivational-value, cognitive, and activity- based components, using diagnostic methods such as testing, portfolio analysis, and practical tasks. Results. The study presents a theoretical model comprising four blocks: the target block (aiming to train teachers who integrate theory and practice), the content block (encompassing theoretical knowledge, practical skills, and digital/cross-disciplinary elements), the procedural block (featuring interactive methods, blended learning, and practice-oriented projects), and the resultative block (demonstrating teachers’ ability to design relevant curricula and adapt teaching). Three pedagogical conditions are identified: integration of digital technologies, a cross-disciplinary approach, and motivation for self-development. An evaluation system with specific indicators (e.g., mastery of digital tools, quality of educational materials) ensures feedback for model refinement. Compared to existing models, this framework offers a broader, integrative approach, combining theory, practice, and innovation. Conclusion. The proposed model serves as a robust theoretical tool for modernizing vocational teacher education, enhancing teachers’ competitiveness in a digitalized and globalized context. Its structured blocks and pedagogical conditions foster an environment conducive to competency development, while the evaluation system enables continuous improvement. The practical significance lies in its potential to prepare teachers capable of meeting modern educational and professional demands. Future research directions include experimental validation of the model, deeper analysis of individual conditions (e.g., digital technology impact), and the development of methodological guidelines for implementation, particularly in specialized vocational fields. Interpretation of Results. Although no direct experiments were conducted, the model’s design draws on a synthesis of theoretical and empirical insights from prior studies, offering a predictive framework for enhancing teacher training. The emphasis on digital and cross-disciplinary competencies reflects the evolving needs of vocational education, while the systemic approach ensures adaptability. The results suggest a shift from fragmented skill development to a holistic competency framework, with implications for educational policy and practice.