A Conceptual Teacher Digital Competence Model for Vocational Education
DOI:
https://doi.org/10.5281/zenodo.18289544Ключевые слова:
teacher digital competence, professional education, educational technology, pedagogical model, digital pedagogy, learning management systems, higher educationАннотация
The success of digital transformation in vocational education largely depends on teachers’ digital competence
and is not limited solely to the availability of technological resources. Many vocational education institutions employ digital
tools without ensuring that teachers possess the pedagogical, technological, and methodological skills required for their
effective use. This article proposes a digital competence model for teachers specifically designed for vocational education.
The study is based on a theoretical and methodological analysis of digital competence frameworks, pedagogical
theories, and vocational education practice. The proposed model consists of four interrelated dimensions: technological
competence, pedagogical competence, digital content design competence, and assessment and feedback competence.
The results demonstrate that the developed competence model supports the meaningful integration of digital tools into
vocational education and contributes to improving teaching quality. The article concludes that teachers’ digital competence
represents a central element of digitalization in vocational education
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