Theoretical foundations of digital competence formation of professional pre-higher education students

Abstract

Abstract: The purpose of the article is to determine and theoretically substantiate the foundations of digital competence formation of professional pre-higher education students in the context of education digitalization and modernization of vocational training. The relevance of the study is determined by the growing role of digital technologies in professional activities, the need to improve students’ digital readiness, and the necessity to ensure their competitiveness in the modern labor market. Methods. The research methods include analysis and generalization of scientific sources on digital competence issues, comparative analysis of contemporary scientific approaches to competence structure, systematization of pedagogical concepts, and theoretical modeling of educational processes aimed at identifying key components and principles of digital competence formation. Results. The study clarifies the essence of the concept of digital competence of professional pre-higher education students and specifies its structural components according to current educational requirements. The theoretical foundations of digital competence formation are substantiated through competence-based, activity-based, learner-centered, and systemic approaches. Pedagogical principles of competence formation are identified, including integration of digital technologies into vocational training, practice-oriented learning, activation of students’ cognitive activity, and development of independent learning skills. The role of the digital educational environment as a factor in improving the effectiveness of digital skills development is revealed. Conclusions. The theoretical foundations of digital competence formation of professional pre-higher education students require a comprehensive combination of pedagogical approaches, principles, and organizational conditions of the educational process. Digital competence formation is an essential component of professional training and involves systematic integration of digital technologies into educational activities. Prospects for further research include the development of pedagogical models and methods of digital competence formation and experimental verification of their effectiveness in professional pre-higher education institutions.