Developing a digital transformation framework for 21st-century learning

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 21^st 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.

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