DIGITAL TECHNOLOGIES IN VOCATIONAL EDUCATION: THEORETICAL BASIS AND CLASSIFICATION

V. E. HRYB V. N. Karazin Kharkiv National University https://orcid.org/0009-0004-5908-3178

Keywords: vocational education, digital technologies, digitalization, digital competence, pedagogical wheel, training of vocational education teachers

Abstract

DOI: https://doi.org/10.26565/2074-8922-2025-85-21

Purpose. Theoretical justification of the essence of digital technologies in the vocational education system, determination of their didactic potential, classification, and possibilities of application in the training of future vocational education teachers in the context of the digital transformation of education.

Methods. Analysis of scientific sources, comparative analysis, systematization, and generalization.

Results. The article reveals the theoretical foundations of using digital technologies in the vocational education system and defines their role in shaping the digital competence of future teachers. It is argued that modern vocational education operates in the context of profound socio-technological changes, which necessitate updating the content, methods, and forms of teacher training. It is determined that digital technologies are becoming not only a tool for modernizing the educational process, but also a factor in the formation of a new culture of professional activity for teachers, focused on innovation, flexibility, critical thinking, and continuous learning. A comparative analysis of the concepts of “information technologies,” “information and communication technologies,” and “digital technologies” was carried out, which made it possible to clarify their content and show the evolution from informatization to digitalization of the educational process. Based on scientific sources, digital technologies have been classified according to their application in vocational education, including hardware, software, and communication support, and their didactic potential and functional capabilities have been revealed. It has been shown that the effective implementation of digital technologies contributes to improving the quality of training for future teachers, developing their digital culture, innovative thinking, and professional mobility. Particular attention is paid to Alan Carrington's pedagogical wheel as a methodological model for integrating pedagogical goals, cognitive levels of thinking, and digital tools in the learning process.

Conclusions. Digital technologies in professional education perform not only an instrumental but also a conceptual function, contributing to the development of innovative thinking among educators, improving the quality of the educational process, and training competitive specialists.

In cites: Hryb V. E. (2025). Digital technologies in vocational education: theoretical basis and classification. Problems of Engineering Pedagogic Education, (85), 237-252. https://doi.org/10.26565/2074-8922-2025-85-21 (in Ukrainian)

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