edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2026-4578edscience-4803Research ArticleСтатьиСоздание концепции цифровой трансформации для обучения в XXI векеDeveloping a digital transformation framework for 21st-century learninghttps://orcid.org/0000-0001-7918-5180ВулансариР. Э.WulansariR. E.

Вулансари Риски Эма – магистр (профессионально-техническое образование), доцент инженерного факультета

Паданг

Rizky Ema Wulansari – Mr. Sci. (Technical Vocational Education), Assistant Professor, Faculty of Engineering

Padang

rizkyema@ft.unp.ac.idhttps://orcid.org/0000-0001-5470-4327ХудаА.HudaA.

Худа Асрул – профессор кафедры электроники инженерного факультета

Паданг

Asrul Huda – Full Professor, Department of Electronics Engineering, Faculty of Engineering

Padang

asrulhuda@ft.unp.ac.idhttps://orcid.org/0000-0003-3082-7060НабавиР. А.NabawiR. A.

Набави Рахмат Азис – доцент кафедры машиностроения инженерного факультета

Паданг

Rahmat Azis Nabawi – Assistant Professor, Department of Mechanical Engineering, Faculty of Engineering

Padang

raazna@ft.unp.ac.idhttps://orcid.org/0000-0002-9753-6893СактиР. Х.SaktiR. H.

Сакти Риски Хардиан – преподаватель (докторская программа профессионально-технического образования) инженерного факультета

Паданг

Rizky Hardian Sakti – Lecturer (Doctoral Program of Technical Vocational Education), Faculty of Engineering

Padang

rizki.hardian29@gmail.comhttps://orcid.org/0000-0003-4256-873XДжасман.Jasman.

Джасман – доцент кафедры машиностроения инженерного факультета

Паданг

Jasman – Assistant Professor, Department of Mechanical Engineering, Faculty of Engineering

Padang

jasmanmesin@yahoo.co.idhttps://orcid.org/0000-0001-6782-1434МасекА.MasekA.

Масек Алиас – доцент факультета технического и профессионального образования

Джохор

Alias Masek – Associate Professor, Faculty of Education Technical and Vocational

Johor

aliasmasek@uthm.edu.myГосударственный университет ПадангаИндонезияUniversitas Negeri PadangIndonesiaМалайзийский университет Тун Хуссейн ОннМалайзияUniversiti Tun Hussein Onn MalaysiaMalaysia20232612202500Принято в печать4803Copyright © Вулансари Р.Э., Худа А., Набави Р.А., Сакти Р.Х., Джасман .., Масек А., 20232023Вулансари Р.Э., Худа А., Набави Р.А., Сакти Р.Х., Джасман .., Масек А.Wulansari R.E., Huda A., Nabawi R.A., Sakti R.H., Jasman .., Masek A.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/4803

Введение. В научно-педагогическом дискурсе сохраняется дефицит исследований и теоретических моделей, раскрывающих взаимосвязь формирования цифровых компетенций педагогов с реализацией обновленной модели обучения для XXI века, особенно в системе технического профессионального образования (ТПО). Цель исследования – разработка и апробация концепции цифровой трансформации обучения, демонстрирующей дидактический потенциал цифровых технологий для модернизации учебного процесса в ТПО. Методология, методы и методики. Методология основана на трёхэтапном смешанном проектировании процесса исследования и разработки (диагностика, проектирование, конструктивный этап). В исследовании добровольно участвовали 200 преподавателей ТПО для выявления их установок и профессиональных дефицитов в области цифровой педагогики. Результаты выявили устойчивую взаимосвязь между уровнем цифровых компетенций педагогов, характером практики их применения и готовностью к трансформации деятельности. На основе полученных данных разработана концептуальная модель цифровой трансформации процесса обучения для ТПО, направленная на развитие инновационных практик, критического мышления и коллаборативной деятельности обучающихся. Научная новизна заключается в разработке целостной теоретико-методологической модели, системно увязывающей цифровые инструменты с дидактическими принципами формирования компетенций 4К в практико-ориентированной среде ТПО. Практическая значимость состоит в предоставлении образовательным организациям ТПО стратегической «дорожной карты» для системного внедрения компетенций XXI века, что повышает их адаптивность, устойчивость и конкурентоспособность.

Introduction. In academic and pedagogical discourse, there remains a paucity of research and theoretical models that elucidate the relationship between the development of teachers’ digital competences and the implementation of an updated learning model for the 21st century, particularly within the Technical and Vocational Education and Training (TVET) system. Aim. The aim of this research is to develop and test a concept of digital transformation in education that demonstrates the didactic potential of digital technologies to modernise the teaching and learning processes in TVET. Methodology and research methods. The methodology is based on a three-stage, mixed-methods design for the research and development process, comprising diagnostic, design, and constructive stages. The study involved 200 TVET teachers who participated voluntarily to identify their attitudes and professional gaps in the field of digital pedagogy. Results. The research findings revealed a consistent relationship between teachers’ levels of digital competence, the nature of its practical application, and their readiness to transform their professional practice. Based on these findings, a conceptual model for the digital transformation of the learning process in TVET has been developed, aimed at fostering innovative practices, critical thinking, and collaborative activities among students. Scientific novelty. The scientific novelty lies in the creation of an integrated theoretical and methodological model that systematically links digital tools with the didactic principles of cultivating the 4Cs competencies within the practice-oriented environment of TVET. Practical significance. The practical significance resides in providing TVET institutions with a strategic roadmap for the systematic implementation of 21st-century competencies, thereby enhancing their adaptability, resilience, and competitiveness.

техническое профессиональное образованиемодель обучения в XXI векекомпетенции XXI века: критическое мышлениекреативностькоммуникация и кооперация в образованиицифровая трансформация образованияцифровая педагогикаTVET21st-century learning model21st-century competencies: critical thinkingcreativitycommunicationand collaboration in educationdigital transformation in educationdigital pedagogyАвторы выражают благодарность Институту исследований и общественных услуг Государственного университета Паданга за финансирование данной работы в соответствии с договором № 1792/UN35.15/LT/2024.The authors would like to thank Lembaga Penelitian dan Pengabdian Masyarakat (Institute for Research and Community Service) Universitas Negeri Padang for funding this work with a contract number: 1792/UN35.15/LT/2024.ReferencesAntonietti C., Cattaneo A., Amenduni F. Can teachers’ digital competence influence technology acceptance in vocational education? 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The authors declare that there are no conflicts of interest present.