IMPLEMENTATION OF DIGITAL EDUCATIONAL TECHNOLOGIES INTO PROFESSIONAL TRAINING OF CRAFTS TEACHERS: FROM MODELING TO PRACTICE

Abstract

The article substantiates the theoretical and methodological foundations and develops methodological recommendations for integrating digital competence, innovative pedagogical methods, and technologically oriented learning content to ensure the readiness of future educators to act effectively in the conditions of digital transformation of education and sustainable development of food and craft production. A comprehensive analysis of contemporary scientific approaches to the formation of educators’ digital competence is carried out, highlighting its role as a fundamental element of professional mastery in the twenty-first century. The feasibility of integrating digital educational platforms, cloud services, artificial intelligence, and immersive technologies (VR, AR) into the educational process is justified to enhance the effectiveness of professional training for future specialists. Practical mechanisms for implementing innovative pedagogical methods – project-based learning, case-method, gamification, and business simulations – combined with technologically oriented course content are proposed. Attention is drawn to the fact that the digital transformation of professional education requires not only proficiency in digital tools but also the development of critical, systemic, and engineering thinking, as well as the ability to adapt to rapid technological changes. It is emphasized that the formation of digital-innovative competence among future craft production educators is a key factor in preparing a new generation of specialists capable of ensuring the competitiveness of Ukrainian education and production in the global digital environment. Pedagogical conditions for implementing this process are identified, including the integration of interdisciplinary knowledge, the combination of theoretical and practical components of training, and the creation of a digital educational environment oriented toward student autonomy and creativity. The article also outlines directions for further research, including modeling the process of forming digital-innovative competence, assessing the effectiveness of digital pedagogical technologies in professional education, and developing a system of indicators for educators’ readiness for digital transformations in craft production.