DIGITAL READINESS OF FUTURE VOCATIONAL EDUCATION TEACHERS: STRUCTURE, CRITERIA, AND LEVELS

Abstract

The article examines the issue of developing the digital readiness of future vocational education teachers in the context of the digital transformation of vocational training and the increasing demands placed on the professional activities of teaching staff. The relevance of the study is driven by the need to prepare specialists capable of effectively using digital technologies, electronic educational resources, and modern communication tools in the educational process. The aim of the research is to develop a model for fostering the digital readiness of future vocational education teachers and to define its structural components, assessment criteria, and levels of formation. The theoretical foundation of the study is based on the principles of the competence-based approach, contemporary concepts of digital competencies for vocational education teachers, and the provisions of the European DigCompEdu framework. The research employed methods of analysis, comparison, systematization, and synthesis of scientific sources. The structure of the digital readiness model is substantiated, incorporating motivational-value and activitybased characteristics of future vocational education teachers: attitudes toward digitalization, the use of digital educational resources and technologies, information literacy, digital safety and ethics, virtual collaboration and communication, digital problem-solving, and reflection on digital experience. Criteria for assessing each component are defined, and levels of digital readiness are described, reflecting a gradual progression from basic proficiency in digital tools to their creative and professionally oriented application. The interrelation of the model’s components and their influence on the professional development of future vocational education teachers are emphasized. The practical significance of the results lies in the potential use of the proposed model for developing diagnostic tools, improving the content of professional training, and assessing the level of digital readiness of prospective teachers.