- Гуменний, О.Д. (orcid.org/0000-0001-6596-3551) (2025) Professional Digital Competence of a Vocational and Technical Education Teacher: Theoretical Foundations, Practical Solutions, and Challenges of the Digital Age Педагогічна Академія: наукові записки (18). ISSN 2786-9458
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Abstract
The aim of this article is to substantiate the theoretical foundations, develop and empirically verify a model for the systemic development of professional digital competence among vocational and technical education teachers. Special attention is given to the ontological analysis of core pedagogical concepts, particularly the definition of “professional digital competence,” clarified through the genus–species logic. The methodological framework draws on the works of Wilhelm Dilthey, who established the principles of conceptual structuring in the humanities, and Wolfgang Brezinka, who emphasized the value of logical and gnoseological analysis for precise pedagogical definitions. Methods.The research methodology combines normative and methodological source analysis, logical-gnoseological concept definition, pedagogical modeling, questionnaire surveys, experimental-control methods, and statistical data interpretation procedures. These include Pearson's correlation analysis and jitter-scatter data visualization. The proposed model comprises six interrelated components of digital competence: motivational, cognitive, operational, communicative, reflective, and design-based. The model was implemented during the inter-course period of professional development and included digital workshops, cloud-based platforms, simulation-based training, communities of practice, and mentoring support. Results.The results of the control stage of the study demonstrate a significant increase in the productive level of competence components among teachers in the experimental group. Specifically, the productive level in the motivational component increased from 10.0% to 41.7%; in the cognitive component — from 14.2% to 39.9%; in the operational — from 13.4% to 38.3%; and in the reflective — from 14.1% to 42.1%. Correlation analysis confirmed strong positive relationships between the components (e.g., r = 0.961 between motivational and operational; r = 0.91 between cognitive and design-based), indicating a high degree of internal consistency within the structure of professional digital competence. Conclusions.The study enabled the refinement of the definition of “professional digital competence of a vocational and technical education teacher” as an integrated construct that includes motivational, cognitive, operational, communicative, reflective, and design components. Its development is a prerequisite for effective pedagogical activity in the context of digital transformation in education. The model of systemic development ensures the integration of formal and informal education, digital mentoring, simulation practices, and cloud-based interaction. Its implementation during the inter-course period of professional development resulted in a substantial increase in all components of digital competence in the experimental group. The findings have practical relevance for the design of professional development programs for technical educators and can be adapted to various sectors of vocational education or integrated into in-service training systems to ensure sustainable digital growth of the professional workforce.
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