Vocational education in the context of digital transformation: methodological aspects

Abstract

The article presents a theoretical and methodological analysis of the digital transformation of vocational education in the context of contemporary global challenges. It is argued that digitalization is not merely a technological process, but a complex paradigmatic shift that redefines the goals, content, methods, and organizational models of professional training. The author analyzes the scientific approaches of Ukrainian and international scholars to the essence of digital transformation and identifies key research areas: educational digital ecosystems, infrastructure development, accessibility, innovation, and value-based orientations. The study outlines a methodological framework for digital transformation based on the integration of systemic, competence-based, learner-centered, axiological, praxeological, acmeological, and cultural approaches. Each approach is revealed in the context of changes within the educational process and their correlation with key principles of modern digital education: integrity, inclusivity, adaptability, interoperability, and lifelong learning. It is emphasized that the formation of a new model of vocational education under the conditions of digital reality requires not only technological modernization but also deep methodological reflection on its nature, values, and strategic directions. The findings may serve as a theoretical foundation for further empirical research and the development of educational practices in the field of digital vocational education.