ГОТОВНІСТЬ ЗДОБУВАЧІВ ПЕДАГОГІЧНИХ І ТЕХНІЧНИХ СПЕЦІАЛЬНОСТЕЙ ДО ВПРОВАДЖЕННЯ ЦИФРОВИХ ТА ЕЛЕКТРОННИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНУ ДІЯЛЬНІСТЬ

The article examines the readiness of students majoring in pedagogical and technical fields to implement digital and electronic technologies in their future professional activities. The growing importance of digital competence is evident in the transformation of the content, tools, and methods of professional work. It is noted that digital and electronic technologies have traditionally constituted the foundation of professional training for technical specialists, whereas over the past fifteen years, their use in pedagogical practice has acquired considerably broader educational, diagnostic, corrective, developmental, communicative, and managerial significance. The standards of higher education for the specialties A2 “Preschool Education”, A6 “Special Education”, and G5 “Electronics, Electronic Communications, Instrumentation, and Radio Engineering” are analyzed, as they include competencies and learning outcomes related to the professional use of modern technologies. The structure of readiness comprises cognitive, motivational, and value-based, operational, and reflective components, which are integrated into target-oriented, instrumental, and motivational clusters. Based on the content analysis of the respondents’ answers, differences were identified in their professional understanding of the purposes of technology implementation, the nature of the tools used, the methods of their application, and the leading motives for further technological development. Future teachers are characterized by an adaptive-methodological model of readiness focused on the appropriate selection, evaluation, and adaptation of technologies to educational and correctional-developmental needs. Future technical specialists predominantly demonstrate a project-engineering model associated with the creation, modeling, adjustment, diagnostics, and improvement of electronic systems. The practical significance of the findings lies in substantiating the need for differentiated development of digital competence, taking into account professional objectives, tools, motives, and methods of technology application in the training of modern specialists.