Conceptual Model for Developing the Digital Competence of Vocational Education Teachers through Innovative Technologies

Abstract

Abstract: This study develops a conceptual model aimed at strengthening the digital competence of educators in vocational and vocational-technical education institutions through the integration of innovative technologies, European digitalisation standards, and the specific needs of the national educational environment. The relevance of the research arises from the accelerated digital transformation of vocational education, the necessity to maintain the continuity and quality of teaching under wartime and post-war conditions, and the growing demand for practice-oriented methodological solutions for educators and institutional management. The methodological framework combines content analysis of scholarly literature, comparative examination of international competency frameworks (DigCompEdu, UNESCO ICT-CFT), structural-functional modelling, expert evaluation of key competencies, and systematisation of continuous professional development (CPD) practices. The results of the analysis reveal critical shortcomings in current approaches, including fragmented operationalisation of competencies, limited validation of assessment instruments, insufficient practical scenarios for integrating digital and intelligent technologies into teaching, and uneven digital readiness across vocational education institutions. The research findings are presented in the form of a conceptual model that structures the development of digital competence across key components: technological, methodological, ethical-legal, inclusive-communicative, and managerial. The study outlines algorithms for implementing digital solutions at the institutional level, approaches to managing digital transformation, and mechanisms for enhancing the digital culture of educators. The conclusions underscore that the proposed conceptual model provides a systematic, evidence-based, and practice-oriented foundation for enhancing the digital competence of educators. It enables the effective integration of innovative technologies into pedagogical practice, strengthens managerial decision-making, and supports the sustainable development of digital readiness within educational organisations. Future research directions include empirical validation of the model, refinement of assessment instruments, and contextual adaptation of CPD modules to meet the diverse needs of educators. Keywords: digital competence; innovative technologies; vocational education; digital transformation; DigCompEdu; ICT-CFT; continuous professional development; pedagogical innovation.