Factors of development of digital competence of vocational-theoretical teachers under the conditions of transformation of vocational education

- Гуменний, О.Д. (orcid.org/0000-0001-6596-3551) and Марченко, Ольга Геннадіївна (orcid.org/0000-0003-4761-9620) (2025) Factors of development of digital competence of vocational-theoretical teachers under the conditions of transformation of vocational education «Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)», 5 (51). pp. 489-502. ISSN 2786-4952

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Abstract

Purpose. The article focuses on identifying both external and internal factors that influence the level of digital competence development among vocational-theoretical teachers in the context of digital transformation in vocational education. The relevance of the study lies in the growing need to ensure high-quality educational processes that require educators to effectively use digital tools, integrate them into teaching activities, adapt to the changing educational landscape, and promote digital literacy among learners. Materials and Methods. An interdisciplinary research approach was employed, incorporating analysis of scholarly sources, legal and policy documents, national digital education frameworks, and international initiatives aimed at digital competence development. Methods of systematization, generalization, classification, expert surveys, and comparative analysis were used to explore and structure the factors affecting educators’ digital readiness. Results. The study revealed and grouped digital competence factors at four levels: international (EU initiatives, DigCompEdu, transnational programs), national (government policy, funding, regulatory support), organizational (infrastructure, digital resources, institutional leadership), and individual (motivation, internal readiness for innovation, self-education, adaptability). Special attention was paid to the impact of martial law in Ukraine, which accelerated the use of digital tools, distance learning practices, international collaboration, and flexible teaching formats. Conclusions. The effective development of teachers’ digital competence requires a comprehensive and systemic approach that integrates external challenges, public policy, institutional support mechanisms, and personal engagement in professional growth. The findings are practically applicable for enhancing teacher training programs, refining digitalization strategies, and updating the vocational education system in Ukraine.

Item Type:	Article
Keywords:	instructor, vocational education, digitalization, influencing factors, distance learning, information technologies, wartime conditions, motivation, professional digital competence
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 377 Specialized instruction. Vocational, technical, professional training. Vocational colleges, institutes. Polytechnics Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Vocational Education > Digital training resources Laboratory
Depositing User:	с.н.с. О.Д. Гуменний
Date Deposited:	05 Jun 2025 10:06
Last Modified:	05 Jun 2025 10:06
URI:	https://lib.iitta.gov.ua/id/eprint/745489

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