Conceptual Model for Developing the Digital Competence of Vocational Education and Training (VET) Teachers Through Innovative Technologies

- Гуменний, О.Д. (orcid.org/0000-0001-6596-3551), Єрастова-Михалусь, Інна Борисівна (orcid.org/0000-0003-2350-6082) and Лотошнікова, Світлана Анатоліївна (orcid.org/0009-0008-1608-7792) (2025) Conceptual Model for Developing the Digital Competence of Vocational Education and Training (VET) Teachers Through Innovative Technologies Педагогічна академія: наукові записки, 12 (24). ISSN 2786-9458

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Abstract

The aim of the study is to develop a conceptual model for enhancing the digital competence of teachers in vocational education and training (VET) institutions, integrating innovative technologies, European digitalization standards, and the specifics of the national educational environment. The relevance is determined by the increasing role of digital transformation in vocational education, the need to ensure the quality of the educational process under wartime and post-war challenges, and the demand for practice-oriented methodological solutions for teachers and institutional management teams. The research methods include content analysis of scientific sources, comparative analysis of international framework models (DigCompEdu, UNESCO ICT-CFT), structural–functional modelling, expert assessment of essential competencies, systematization of continuous professional development practices, as well as methods of pedagogical forecasting. Based on the analysis, several problematic areas of teachers’ digital competence were identified, including fragmented operationalization of competencies, insufficient validation of assessment tools, limited practical scenarios for integrating digital and intelligent technologies into the learning process, and uneven levels of digital readiness across vocational education institutions. The research results are presented in the form of a conceptual model that structures the development of digital competence across major components: technological, methodological, ethical–legal, inclusive–communicative, and managerial. Measurable support tools are proposed, including diagnostic rubrics, legal and ethical compliance checklists, scenarios for applying digital technologies in pedagogical practice, competence matrices, and modular trajectories for continuous professional development (CPD). Algorithms for implementing digital solutions at the institutional level, approaches to managing digital transformation, and mechanisms for enhancing the digital culture of teaching staff are outlined. The findings indicate that the developed conceptual model ensures a systematic, evidence-based, and practice-oriented approach to developing digital competence among VET teachers. The model facilitates the integration of innovative technologies into professional activities, strengthens the quality of managerial decisions, and creates conditions for the sustainable development of digital readiness within educational organizations. Further research should be directed toward empirical testing of the model, developing validated assessment tools, and adapting modular CPD trajectories to the needs of different groups of teaching staff.

Item Type:	Article
Keywords:	digital competence, innovative technologies, vocational education, digital transformation, DigCompEdu, ICT-CFT, professional development of teachers, methodological model
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 > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction 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
Divisions:	Institute of Vocational Education > Department of Digital Educational Resources
Depositing User:	с.н.с. О.Д. Гуменний
Date Deposited:	03 Dec 2025 09:17
Last Modified:	03 Dec 2025 09:17
URI:	https://lib.iitta.gov.ua/id/eprint/747494

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