Formation of design competence of future teachers in the context of the transformation of industrial practice

The purpose of the study is the theoretical justification and experimental testing of a system of pedagogical conditions that transform industrial practice into a resource for the development of design competence in future primary school teachers. Research methods and organization. The study (2021–2024) was based on systems and competency-based approaches. The experiment involved students of secondary vocational education (44.02.02). The set of methods included theoretical analysis, modeling, pedagogical experiment, diagnostics (testing, product analysis, expert evaluation), and statistical processing (Student's t-test). Research results and conclusions. An integrative model for supervising students' industrial practice has been developed (diagnostic-prognostic, content-technological, reflexive-analytical, corrective-developing modules). The principle of contextual implementation has been substantiated. Industrial practice is for the first time considered as a system-forming resource for developing design competence through the unity of mentorship, professional trials, and reflection. The model is scalable to other pedagogical specialties in secondary vocational education.