Principles of forming the digital educational space for the training of pedagogues of professional training

Abstract

The article addresses the problem of forming a digital learning environment in higher education institutions under the conditions of intensive digital transformation of the educational sphere. The relevance of the study is determined by the transition to the concept of Education 4.0, the spread of distance and blended learning, the increasing requirements for the digital competence of educators in vocational education institutions, as well as the need for pedagogically sound implementation of digital technologies in the educational process. It is substantiated that the effectiveness of digitalization is determined not so much by technical infrastructure as by a system of pedagogical principles that ensure the integrity, effectiveness, and safety of the digital educational environment. Objective. The purpose of the article is to provide a theoretical and methodological justification of the pedagogical principles for forming a digital educational space, to identify its structural components and the psychological and pedagogical foundations of its functioning, and to develop a generalized model suitable for use in vocational education. Methods. To achieve this purpose, the study employs methods of analysis, synthesis, systematization of scientific sources, comparative analysis, pedagogical modeling, and generalization. Results. In the course of the study, the essence of the concept of digital educational space was clarified as a systemically organized integration of digital resources, platforms, pedagogical methods, and communication mechanisms that ensure learning activities, the development of competencies, and support for individual educational trajectories. The differences between a digital educational space and an electronic learning environment were identified, with particular emphasis placed on its pedagogical, psychological, organizational, and security components. The pedagogical principles governing the functioning of the digital educational space were systematized, among which the key ones were identified as the principles of scientific validity and pedagogical appropriateness, interactivity and feedback, accessibility and inclusivity, personalization and adaptability, academic integrity, information security and digital literacy, and practical orientation. The psychological and pedagogical conditions for effective digital learning were substantiated, taking into account cognitive load, motivation, digital interaction, socialization, and the psychological comfort of learners. Conclusions. It was concluded that the formation of a digital educational space is a complex pedagogical process that requires a systemic approach, a high level of digital competence among educators, and institutional support. The prospects for further research were outlined, particularly those related to the integration of artificial intelligence, the development of adaptive platforms, and the use of VR/AR technologies in vocational training.