Digital transformation of teaching professionally oriented disciplines in the system of vocational education

Abstract

The article discusses the main aspects of the digital transformation of teaching professionally oriented disciplines in the vocational education system in the context of the transition to a digital economy. It is emphasized that digitalization is not only a technological modernization of the educational process, but also a comprehensive change in the learning paradigm, which involves adapting pedagogical strategies to new conditions, updating the content of educational programs, developing the digital competence of teachers and students, and integrating digital resources and platforms into the educational process. The purpose of the study is to analyze the features of the digital transformation of teaching professionally oriented disciplines in the vocational education system, as well as to identify effective models, methodologies, and digital tools for improving the quality of vocational training. The study uses a set of methods for a comprehensive study of the digital transformation of teaching professionally oriented disciplines. In particular, a comparative-analytical method was used to evaluate modern pedagogical practices in the digital environment, which made it possible to identify innovative approaches and technologies; a systematic method was used to analyze the interrelationships between the components of the digital educational environment, which contributed to the formation of a holistic view of the processes of digitalization in vocational education. In addition, the expert assessment method was used to obtain qualified conclusions on the effectiveness of existing digital practices and to determine strategic directions for the further development of digital transformation. The results of the study show positive trends in the introduction of digital technologies into vocational education, which is reflected in the active use of blended learning formats, digital simulators, virtual laboratories, cloud services, and gamification elements. At the same time, a number of limitations have been identified, including the fragmentation of digital infrastructure, uneven levels of digital competence among teachers, a shortage of digitally oriented teaching materials, and limited support at the institutional level. The conclusionsjustify that effective digital transformation of teaching professionally oriented disciplines requires strategic planning, institutional support, professional development of teaching staff, and the development of integrated digital solutions adapted to the specifics of professional training. Prospects for further research are outlined, focusing on the creation of sustainable digital educational ecosystems and methodological support for transformation processes