Vol. 1 No. 32 (2026)
Professional Pedagogics

Professional Pedagogics

CONCEPTUAL MODEL OF DIGITAL SKILLS DEVELOPMENT FOR FUTURE TEACHERS OF VOCATIONAL EDUCATION INSTITUTIONS

Published 22.01.2026

  • Yevhen Kuznietsov

Yevhen Kuznietsov
Hryhorii Skovoroda University in Pereiaslav image/svg+xml

Abstract

Relevance: since 2022, the Ukrainian vocational education system has been functioning under war conditions characterized by powerful information attacks and mass displacement of staff and learners. This requires the development of new models for training educators with developed digital skills, capable of ensuring high-quality professional training of personnel for the future recovery of Ukraine and its European integration.

Objective: The theoretical substantiation and description of a conceptual model for the development of digital skills of future teachers of vocational education institutions.

Methods: Theoretical analysis of sources – to study the state of scientific elaboration of the problem and generalize the methodological foundations of digital skills development for future vocational education teachers; comparison and generalization – to study approaches to forming modern models of teachers' digital growth; systemic-structural analysis – to substantiate the architectonic structure of the model; modeling – to visualize the structure of the model of digital skills development for future teachers of vocational education institutions and the author's MindMupsProfi digital ecosystem used within it.

Results: A conceptual model for the development of digital skills of future teachers of vocational education institutions is proposed. It integrates 33 innovative tools (MindMup, Canva, Miro, Padlet, Jamboard, Google Workspace, ChatGPT, Copilot, etc.), structured by didactic levels (diagnostic, formative, analytical, reflective, updating), and utilizes the author's digital ecosystem MindMupsProfi (which facilitates continuous content updates, diagnostics, analytics, and automated certification of the results of educators' digital skills development).

Conclusions: The conceptual model for the development of digital skills of future teachers of vocational education institutions is presented as a flexible, structurally ordered system that integrates four interconnected concepts, is supported by the author's digital ecosystem MindMupsProfi with the "live" PROFI web-smart-advisor, and can serve as a platform for developing digital culture, pedagogical resilience, and innovative thinking of educators in the field of vocational education in Ukraine; the architectonic-structural orderliness, cross-cutting adaptability, and analytical manageability of the model will contribute to achieving the expected pedagogical effect (resilience and viability of the system under conditions of constant change, enhancement of the potential of Ukraine's vocational education, its harmonization with European standards (DigCompEdu), and the training of teachers capable of leading digital modernization processes both during the war and post-war recovery period, as well as in the conditions of future peaceful progress).

Keywords

vocational education, future teachers of vocational education institutions, conceptual model, digital skills, innovative tools.

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Author Biography

Yevhen Kuznietsov

Postgraduate Student, Hryhorii Skovoroda University in Pereiaslav, Ukraine, https://orcid.org/0009-0008-3994-9092, e-mail: kevgen392@gmail.com

Competing Interests

Yevhen Kuznietsov:

It is hereby certified that no conflict of interest (financial, professional, or personal) exists that could have influenced the objectivity of the results or conclusions at any stage of the research, manuscript preparation, or publication of this article.

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