FEATURES OF FORMATION OF READINESS OF FUTURE ENGINEER-EDUCATORS FOR PROFESSIONAL ACTIVITY IN THE DIGITAL ENVIRONMENT

Abstract

The relevance of the study is due to the rapid development of digital technologies, which radically change the requirements for the professional activities of educational engineers. In modern conditions of digitalization of education, there is a growing need for specialists who are able to effectively use digital tools in pedagogical practice, adapt to new formats of learning and provide high-quality training of future technical specialists. The purpose of the article is to theoretically substantiate and determine the features of the formation of readiness of future educational engineers for professional activity in a digital environment. The main objectives of the study are: analysis of scientific and methodological literature on the problem of forming professional readiness in the conditions of digitalization of education; identification of key competencies necessary for the digital educational space; identification of pedagogical conditions and effective methods of training educational engineers for professional activity using digital technologies.The article also considers models of digital competence and innovative approaches to the educational process in higher education institutions. Special attention is paid to the formation of motivational and value attitudes of students towards digital education and self-development in the digital environment. Particular attention is focused on the integration of digital platforms into professional training, the development of critical thinking and digital literacy. The importance of adaptability, independence and an interdisciplinary approach as basic factors of effective training is revealed. The results of the study can be used to improve educational programs, methodological support and professional development of future engineering teachers. The article also analyzes the barriers that hinder the digital transformation of education, in particular the low level of ICT competence of students and teachers. The importance of systemic support for digitalization by the higher education institution and the implementation of practice-oriented tasks is emphasized.