Integration of innovative tools into practical training of future vocational education teachers: A conceptual and empirical study

The accelerated digitalisation of education in the context of martial law and technological instability has raised the need for scientifically based diagnostics of digital skills of future vocational education and training teachers. Despite the existence of internationally recognised frameworks for digital teacher education, there are no validated integrated approaches that combine measurement tools, behavioural indicators, and adaptive development logic within a single methodological architecture. The research purpose is to validate the results of the pre-test stage of the quasi-experimental study aimed at diagnosing the level of digital skills of master’s students majoring in A5 Vocational Education (by specialisation). The study was conducted in September–November 2025 using a diagnostic empirical design. The sample included 131 master’s students selected on the basis of purposive sampling. A structured Google questionnaire was used to collect data. The methodological triangulation was applied by comparing the results of self-assessment with the analysis of digital products of applicants’ activities. The pre-test results showed there was variation in digital skills profiles of the participants and that the participants had comparatively lower indicators in relation to interactive communication, coordination of digital activities and reflective digital practices. The results were mainly favourable for the reliability and methodological suitability of the instrument used in the second phase of the quasi-experimental research. The obtained results confirmed the reliability and structural consistency of the measurement tool. The validated diagnostic tool created a methodological basis for further quasi-experimental implementation and longitudinal evaluation of digital skills development models in the system of vocational teacher education.