IMPLEMENTATION OF INFORMATION TECHNOLOGIES IN INSTITUTIONS OF VOCATIONAL EDUCATION

Our goal is to enhance the educational process, management, methodology, and information work through the implementation of digital technologies as a means of improving the professional competence of future vocational education instructors in the field of transport. The purpose of the study is to determine the role of digital technologies in the vocational education system; assess the readiness of students and instructors for the implementation of digital technologies; identify the necessary learning conditions for the effective integration of these technologies into the educational process and information work of higher education institutions; and outline possible options for the integrated use of digital technologies in specific areas of pedagogical activity. The achievement of the research objectives is ensured through the use of empirical methods (observation, analysis of research activities within the system, and analysis of teachers’ pedagogical activities). The article explores the theoretical and methodological aspects of integrating digital technologies to develop the professional competence of vocational education instructors in the field of transport. Based on an analysis of scientific and theoretical literature, it has been determined that the application of digital technologies in the professional training of educators contributes to improving education quality and ensuring a high level of specialist training. This approach also stimulates the development of an innovative educational environment that meets the modern demands of society and the labour market. The study analyses the process of acquiring digital skills, which are an essential component of professional training. It has been established that the use of digital technologies not only facilitates the acquisition of necessary knowledge but also fosters the ability to analyse the information space and adapt to the dynamic professional environment. Theoretical aspects of the research are complemented by an analysis of modern computer technologies in education, which significantly optimize the learning process for both instructors and students. The key principles ensuring the effective integration of digital technologies into the training of future vocational education instructors in the field of transport are outlined: – the principle of systematization, which involves creating a comprehensive educational system that integrates all components of the professional competence of future specialists; – the principle of integration, which aims to establish a unified educational system that combines various aspects of the learning process, including theoretical and practical training; – the principle of professional orientation, ensuring that the educational content aligns with the current labour market demands; – the principle of interactivity, which focuses on enhancing students’ cognitive engagement through interactive teaching methods; – the principle of reflection, which involves a systematic analysis by students of their own learning progress; – the principle of individualized learning, which is oriented toward creating personalized learning conditions for each student. It is emphasized that the process of digitalization in society and educational institutions significantly influences the content, organizational aspects, teaching methods, and management of the educational process. The development of a digital culture among instructors requires a high level of digital competence, including the ability to work with modern digital technologies and effectively use information and communication tools. The study concludes that there is a need for the active implementation of interactive educational environments, modern digital methodologies, and innovative pedagogical technologies in the professional training of future vocational education instructors. Special attention should be given to developing students’ digital competence and fostering effective networked interaction among all participants in the educational process. A virtual roadmap has been developed for instructors as an electronic, publicly accessible resource (e.g., a website), which outlines all the necessary mandatory steps that an instructor must follow while carrying out educational activities in vocational education institutions. The main directions of the instructor’s virtual roadmap have been identified, which should align with real educational activities within institutions.

У статті висвітлено результати аналізу досвіду впровадження цифрових технологій у професійній освіті. З`ясовано, що стрімкий розвиток штучного інтелекту в усіх сферах життєдіяльності людини обумовлює використання цифрових технологій в освітньому процесі закладів вищої освіти та закладів професійної (професійно-технічної) освіти. Представлені цифрові технології у повній мірі реалізовують завдання, що сприяють підготовці фахівців професійної освіти, які будуть конкурентоспроможними на ринку праці. З`ясовано, що цифрові технології, які запропоновано нами, а саме синхронне та асинхронне навчання, мобільне навчання, «хмарне» навчання» та змішане навчання є ефективними сучасними цифровими технологіями, що створює достатні умови неперервного формування та розвитку цифрової компетентності майбутніх педагогів професійного навчання художнього профілю. Результати впровадження цифрових технологій, вказують на їхні переваги: доступність, зрозумілість та візуалізація інструментарію, багатофункціональність інструментарію, наявність системи управління навчанням як окремого студента, так і групи студентів, створюються умови для формування вміння здійснювати комунікацію між студентами та педагогами, неперервна online та offline підтримка.У процесі проведення експерименту виявлялися відмінності між рівнем цифрової компетентності на початковому етапі (констатувальний етап) та поточним рівнем – контрольне оцінювання зміни рівня цифрової компетентності (формувальний етап). Результативність зрушень у рівнях цифрової компетеності майбутніх педагогів професійного навчання художнього профілю університету та коледжу в умовах розробленого середовища оцінювалася за такими критеріями: знанням теоретичного матеріалу (використання цифрових технологій в професійні діяльності), умінням розв’язувати професійні задачі в електронному форматі (розроблення навчально-методичних електронних засобів, їх використання в освітньому процесі; розроблення електронних тестів, додавання домашніх електронних завдань, наповнення електронного журналу; проведення електронних уроків під час практики тощо), застосуванням набутих знань в умовах традиційного освітнього середовища (очна, дистанційна чи змішана форма навчання) та в умовах електронного середовища. На основі означених критеріїв було проведено оцінювання рівнів цифрової компетентності майбутніх педагогів художнього профілю університету та коледжу за такими рівнями: високий, середній та низький.

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

Relevance. Contemporary challenges in inclusive education require the application of innovative approaches to the teaching of learners with special educational needs in vocational education institutions. Information technologies are becoming a key tool for overcoming barriers and creating equal opportunities for all participants in the educational process. Purpose. To provide a theoretical rationale and practical analysis of the effectiveness of using modern information technologies to ensure inclusive learning in vocational education institutions. Methods. Theoretical (analysis, synthesis, systematisation); empirical (pedagogical observation, survey); statistical (quantitative analysis of results, Student’s t-test, calculation of percentage changes). Results. Four main categories of information technologies for inclusive learning have been identified: adaptive educational platforms, assistive technologies, multimedia tools, and distance learning systems. It has been established that the integrated use of information technologies increases the academic performance of learners with special educational needs by 34% and improves their social adaptation by 27%. The proposed “5K” model includes a detailed roadmap with clear stages and performance indicators. Conclusions. The effective implementation of modern information technologies in vocational inclusive education is ensured by a systemic approach that includes the training of pedagogical personnel, the development of technical infrastructure, and the creation of methodological support. The novelty of the study lies in the comprehensive approach to the use of information technologies and the implementation of the “5K” model as a tool for improving educational achievement and socialisation of learners with SEN.

The article theoretically substantiates and experimentally verified modern pedagogical technologies and their application in the work of teachers of professional (vocational and technical) education institutions. The main goal of an article is to perform an analysis of modern pedagogical technologies and their application in the work of teachers of the institution vocational and technical education. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison, and generalization of approaches to the definition of theoretical aspects of modern pedagogical technologies and their application in the work of teachers of professional (vocational-technical) education institutions were used. It has been established that many learning technologies have been developed today, which prompts theoretical generalization, analysis, classification and selection of optimal methods of their use. The process of using traditional and introducing new (innovative) learning technologies proceeds spontaneously. In the procedure of their selection and implementation in the educational process, there are contradictions between: new goals of education and old ways of presenting and learning knowledge; growing volumes of information that need to be transferred to education seekers and the limited amount of study time; the urgent need for pedagogical innovations in the educational process and the insufficient development of the methodology of using new pedagogical technologies in education. The presence of these contradictions determines the need to study the effectiveness of using innovative pedagogical technologies. As a result of our research, it has been proven that the focus of attention of the pedagogical community is on vocational education institutions, which are designed to provide the labor market with qualified workers who are able to successfully work with the most modern production technologies. For this purpose, the regulatory and legal framework is dynamically updated: legal regulation of the functioning of the vocational education system, all its levels and subsystems, the activities of educational institutions of various types and forms of ownership, and the organization of various forms of education is ensured.

The question of the effectiveness of using digital technologies in teaching languages ​​in higher education is very important for modern education. On the one hand, learning a language traditionally involves the use of special exercises to consolidate skills, written assignments, and work on developing students' speech. On the other hand, without the use of information and communication technologies, the modern educational process is impossible. The article discusses the use of digital technologies in teaching Russian and English languages and analyzes the impact of such technologies on language learning. Particular attention is paid to modern methods of integrating information and communication technologies into the educational process, including online platforms, interactive applications, virtual classrooms, and bots. The advantages of using digital tools to develop reading, writing, speaking, and listening skills are analyzed. Examples of successful implementation of digital technologies in language teaching are given, and pedagogical approaches that help increase students' motivation and academic performance are discussed. Digital technologies represent a promising means for improving the effectiveness of language teaching, provided that they are used rationally. The study and its results clearly show that the educational process of philological disciplines should keep up with the times.

Lately the role of information technology in education has grown significantly. One of the most important reasons for the use of information and communication technologies in the education system is undoubtedly a global tendency, which finds its expression in a huge number of online courses, trainings, individual consultations, applied through the use of various technical devices, which have become usual and quite common phenomenon in recent two or three decades. Another important reason for the transition to the online education system is associated with the COVID pandemic, since it is very logical to use online technologies for studies to prevent increased infection rates. It should also be noted that, in addition to the above obvious reasons for the use of information technology in the field of education, it is necessary to include such as the inability of the student to attend the teacher, or if the student does not want to attend an educational institution full-time for any reason, it can also be any psychological complexes of being in a large classroom, or lack of discipline in the student. All of the above strongly pushes and warms up society to the introduction and use of online technologies in education. This work is devoted to the study of the development and formation of information and communication technologies in the Russian education system, as well as the detailed analysis and discussion of the problems of the implementation and application of IT in Russia and ways of solving various kinds of problems arising in this area.

In recent years, digital education has become one of the priority issues in Romanian education, with the teaching of digital literacy and communication being mandatory for any participant in the educational process. The integration and use of various technologies in the educational process is no longer considered a vanguard movement, but a necessity. Around the world, we are witnessing a shift in cultural content towards digital education, making educational products accessible to anyone, anywhere, anytime. Virtual education has become a phenomenon in the Romanian industry in recent years and its short, medium and long term effects should be evaluated more carefully. From information and communication technology evolution to integration and convergence , this article analyzes the social changes brought by these actions. Key concepts of interdependence: technology, information and digital literacy are discussed and analyzed with reference to the introduction of new information and communication technologies. What follows is an introduction to the main European strategies for the development and promotion of the information and knowledge society and, finally, the use of information and communication technology in pre university education. What follows is an introduction to the main European strategies for the development and promotion of the information and knowledge society and, finally, the use of information and communication technology in pre-university education.

The aims of the study are to update approaches in the training of future specialists that meet the modern requirements of the labor market through partnerships between vocational education institutions and the technology parks of pedagogical universities. The subject of the research is the process of preparing students in vocational education in partnership with the Technology Park of vocational education, which allows vocational education institutions to update training approaches for future specialists in line with current labor market demands. Modern vocational education faces the necessity for continuous modernization and adaptation to the changing requirements of the labor market. One of the key factors contributing to the improvement of the quality of student training is the partnership with technology parks of higher vocational education institutions. In the article, the authors analyze the prospects for cooperation between vocational education institutions and university technology parks, highlighting the benefits of this collaboration, as well as noting that various modern educational technologies are employed in the technology parks of professional education to enhance the quality of education and the development of professional competencies. The work employs methods of theoretical analysis, summarizing scientific literature, and empirical research methods: conducting surveys and questionnaires among students and teachers in vocational education to assess the effectiveness of the implemented technologies, studying successful examples of partnerships between vocational education institutions and technology parks to identify best practices. The practical novelty is represented by the updating of approaches in training future specialists that meet current labor market requirements. Joint work among vocational education institutions, higher education institutions, and university technology parks contributes to the formation of a unified educational space and the improvement of innovative processes in the field of education. The authors analyze the experience of creating a modern educational practice-oriented environment for training not only university students but also students from partner vocational education institutions based at the Technology Park of Nizhny Novgorod State Pedagogical University named after K. Minin. The authors present an example of a practice-oriented project for physics students using laboratory equipment from the Technology Park of Universal Competences of Nizhny Novgorod State Pedagogical University named after K. Minin. Experience has shown that during the project work, students learn to plan, organize, analyze results, and present their ideas, which develops important skills beyond professional skills.

Актуальність: пандемія Covid-19 докорінно змінила організацію освітнього процесу в закладах освіти і, зокрема, професійної (професійно-технічної). До таких змін можна віднести його часткове здійснення у дистанційній формі. Відповідно у педагогічних працівників закладів професійної (професійно-технічної) освіти виникла необхідність навчитися взаємодіяти із суб’єктами освітнього процесу онлайн на дистанційних платформах. Це актуалізувало оволодіння ними новими формами, методами та технологіями організації освітнього процесу, а відтак набуття актуальних компетентностей. Мета: аналіз та виокремлення актуальних компетентностей педагогічних працівників для організації дистанційного навчання в закладах професійної (професійно-технічної) освіти. Методи: аналіз і синтез – для з’ясування стану та рівня розробленості досліджуваної проблеми; систематизація та узагальнення – для формулювання висновків. Результати: Розкрито дефініціальне та наукове розуміння компетентності педагогічних працівників закладів професійної (професійно-технічної) освіти. Встановлено, що концепція компетентнісного підходу в освіті спрямована на формування особистості майбутнього професіонала з позитивним світоглядом, ціннісними орієнтаціями, здатністю швидко адаптуватися до нових і непередбачуваних життєвих і професійних ситуацій. Висвітлено інформаційно-комунікаційну компетентність у вузькому та широкому розумінні. Встановлено, що інформаційно-комунікаційна компетентність педагогічних працівників закладів професійної освіти має включати в себе фактичну навчальну діяльність із застосуванням сучасних інформаційно-комунікаційних технологій та здійснюватися в умовах інформаційного середовища. Тобто, включати в себе знання із застосування в освітньому процесі спеціалізованого програмного забезпечення, що спрямоване на організацію дистанційної форми освіти (Moodle, Classroom, Unicraft, Microsoft Teams, Edmodo тощо). До технологічної компетентності віднесено комплекс знань і вмінь організовувати освітній процес у закладах професійної (професійно-технічної) освіти із застосуванням технологій дистанційного навчання, добираючи для цього оптимальні електронні засоби та відповідний електронний навчально-методичний матеріал. Висновки: Організація дистанційного навчання в закладах професійної (професійно-технічної) освіти здійснюється на основі компетентнісного підходу та ґрунтується на положеннях Концепції навчання впродовж життя. Розвиток у педагогічних працівників закладів професійної (професійно-технічної) освіти інформаційно-комунікаційної та технологічної компетентності сприяє підвищенню якості дистанційного навчання майбутніх кваліфікованих робітників.

Learners at the Technical and Vocational Education and Training (TVET) need quality education which can be provided via a competent curriculum. In the contemporary world, such a competent curriculum must integrate Information, Communication and Technologies (ICT). However, there is less research outputs in this realm. This review has highlighted the role of ICT in Kenya’s TVET curriculum. Information was obtained from refereed journal publications, government reports, research, technical reports, and online databases. A total of 22 articles themed “ICT, policy, TVET” were analyzed thematically based on situational analysis on access to ICT in TVET, ICT integration in curriculum of TVET, accessibility to ICT in TVET teaching and learning; ICT integration in curriculum assessment; capacity of trainers on utilization of ICT in TVET; capacity building for the Councils and Boards of Governors (BOGs) in ICT; ICT in research and innovation within TVET. The review established that low access to ICT facilities limited the integration of ICT in the Kenyan TVET curriculum. The study also established low capacity and competence of the trainers within the TVET which hampered their ability to reinforce ICT use in curriculum delivery and evaluation. TVET management councils and BOGs had a scanty capacity on ICT and therefore found it hard to reinforce the use of ICT in the prudent management and administration of curriculum. The study recommends that tutors and trainers who were trained without ICT content should organize and undertake such courses in higher learning institutions to develop the requisite ICT competencies. The management of the institutions should also undertake necessary training in ICT competencies to enhance their ability to implement the policy of ICT integration in curriculum within the institutions.

Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’. Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psychology, where she has gained extensive experience in, amongst others, clinical supervision of students in educational psychology. Together with her students, she consults with children, adolescents, and their families in the treatment of diverse psychological challenges. She has a special interest in the assessment and diagnosis of neurodevelopmental disorders in children. Dr Helen Brown Helen Brown is a PhD fellow in the IPSS in the Faculty of Education at the UWC. She is also a member of the Strategy and Research Division of the Manufacturing, Engineering and Related Services Sector Education and Training Authority. Her PhD in education focused on artisan trade testing in the engineering technical and vocational education and training space (TVET). Her work in quality development of vocational education and training (VET) systems has been in the areas of large-scale competence diagnostics, professional development of TVET college lecturers, information and communications technology (ICT) teaching and learning platforms, and skills for the industrialisation of new product innovations. Dr Marcus Brändle Marcus Brändle is a member of the Faculty of Management, Economics and Social Sciences at the University of Stuttgart. He has been working in the Department of Vocational Education with a focus on Teaching Technology (BPT) since 2018. His research interests include competency research for the interdisciplinary school subject, Science and Technology, as well as digitisation and digitisation-related competencies of teachers and student teachers in Germany and internationally. Ms Stefanie Holler Stefanie Holler is a research fellow in the Department of Vocational Education with a focus on Teaching Technology at the University of Stuttgart. Her research focus is professional development of TVET lecturers (with a particular focus on South Africa), digital teaching and learning, as well as language, literacy, and learning in the STEM (science, technology, engineering and mathematics) disciplines. She has teaching experience in the engineering fields of study in Germany and, in research and development projects, has trained TVET lecturers in South Africa. Prof. Wayne Hugo Wayne Hugo is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal. He is dedicated to pursuing how education and learning function as mechanisms across various sectors of education (academic, technical, vocational, and occupational), different modalities (contact, hybrid, online), different scales (from neuron to international), and different types of learning mechanisms (artificial and natural). Dr Musa Mokoena Musa Mokoena is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal and holds a PhD in education and development from this university. He has over 30 years’ experience in TVET in Eswatini and as a lecturer and later principal at two TVET colleges, the Swaziland College of Technology and the Vocational and Commercial Training Institute, Matsapa. Dr Ian Moll Ian Moll is a research fellow at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand, having retired from the Division of Educational Technology at the university in 2021. With a PhD in cognitive science and education from the University of Geneva, his interests lie in theoretical psychology; knowledge, work and skill; the networked society; learning and pedagogy; and educational technology. Mr Mbofheni Abbie Mulaudzi Mbofheni Mulaudzi is a member of the Department of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State. He is a teacher educator and an emerging researcher who is establishing himself as a leading voice in the field of electrical engineering education. He is known for his innovative approaches to technical teacher training and for his commitment to quality teaching and training. Dr Seamus Needham Seamus Needham is the Acting Director of the IPSS in the Faculty of Education at the UWC. He has been active in vocational education, policy and development for about 25 years. Ms Victoria NepembeVictoria Nepembe is a member of the Department of Secondary Education in the Faculty of Education at Rhodes University. She is a PhD scholar in the faculty and, has used her experience with digital technologies in TVET colleges to research technological pedagogical content knowledge among instructors. Her goal is to understand how the three areas of knowledge enforce effective integration of technology and teaching at vocational schools. Prof. Joy Papier Joy Papier is the National Research Foundation Chair: TVET at the IPSS in the Faculty of Education at the UWC. She has published on vocational and general teacher education in several academic journals, presented at conferences and on public panels, participates in national government task teams, and is an external examiner for numerous postgraduate dissertations in the field of TVET. She has been actively involved in TVET research, policy development, and capacity-building for over 25 years. Dr Benjamin Seleke Benjamin Seleke is a member of the Department of Sciences and Technology Education in the Faculty of Education at Walter Sisulu University. He is a prominent teacher educator specialising in technology education and TVET. Renowned for his work on problem-based learning and the infusion of indigenous knowledge, he advocates for an inclusive curriculum. He also champions continuous professional development and extends his expertise to those working in adult and community education. Dr Clement Simuja Clement Simuja is a senior lecturer in the Department of Secondary Education in the Faculty of Education at Rhodes University. He has spent a decade researching the integration of digital technology at schools and universities and in adult learning. His research involves the intricate interaction between content, pedagogy and technology in digital education, specifically concerning the obstacles encountered in technology-based education implementation. Dr Nixon Teis Nixon Teis is a teacher educator and researcher and the former Head of School of Mathematics, Natural Sciences and Technology Education at the University of the Free State. His research interests are in teacher knowledge, with a discipline-specific focus on technical teacher knowledge, teacher professional development, and the impact of technological advancements on technical teacher knowledge and capacity. Prof. Bernd Zinn Bernd Zinn is a professor of vocational education with a focus on technology didactics at the Institute of Educational Science at the University of Stuttgart. His research focuses on teacher training, educational technologies, teaching and learning processes, competence development, as well as inclusion and dealing with heterogeneity in technical education and training.

Information and communication technologies have created a real revolution in various spheres of activity and the field of education is no exception. Online learning is becoming increasingly important, especially with the evolution of new information and communication technologies. Consequently, the purpose of the article is to consider the experience of using and implementing information technology in the educational process, informatization of education, the spread of cloud technology, and the popularization of the use of cloud computing technology. This IT tool is adapted for easier access to a database or services through a secure virtual space. It is also an efficient solution for storing and accessing information at any time. The growth of digital literacy is accompanied by the institutionalization of the use of information and communication technology (ICT) in education. As a result of the process of selection and verification over a large number of scientific papers involved in the topic, only the 20 most current sources from 2018-2022 were selected for this analysis. The paper used scientific methods such as analysis and synthesis. Several examples of cloud computing technology in education were selected for analysis. The synthesis method identified the main drawbacks and The conclusion notes that digital innovation has proven its usefulness in accompanying, enriching, and transforming education, and has the potential to accelerate progress toward the goal of sustainable development for education and transforming overall access to learning. This will help strengthen the quality and relevance of learning, reinforce inclusion, and improve the administration and management of education. In times of crisis, distance learning can be used to mitigate educational disruptions and closures.

In recent decades, technological advances have revolutionized all areas of society, including the teaching resources and methodologies used in education. The relevance of pedagogical technologies in vocational education cannot be overemphasized, since technologies are constantly changing in today's environment, thus creating new challenges for modern education in globalization. The research aims are to establish patterns for promoting the implementation of pedagogical technologies in educational institutions for providing quality competent training of specialists in professional education. Research methods: comparative analysis; survey; systematization, generalization. As a result of the survey was established that pedagogical technologies positively influence the provision of competent training of specialists in Ukrainian professional education (89.7%), a smaller number of students (7.5%) were not sure about the quality of competent training of specialists in Ukrainian professional education with modern pedagogical technologies. It was determined that the students of educational institutions are most familiar with such pedagogical technologies as mobile learning (100%), e-learning (98%), independent learning (90%), virtual classroom (85%), and massive open online courses (MOOC) (71%). The study found that teachers need to improve digital competency from technologies such as Gamification and Next Generation Digital Learning Environment (NGDLE). Based on statistical data, it was found that the need for competent specialists in vocational education in the labor market is increasing every year, while those willing to study at vocational education institutions are decreasing every year. According to the negative trends, it has been determined that vocational education institutions should improve the educational process to increase the number of future competent specialists for the labor market.

The purpose of the article is to identify the positive and negative consequences of education digitalization, as well as to find out the prospects for the introduction of advanced technologies in the educational process. The research methodology is based on the application of a systematic approach and dialectical method, the choice of which is due to the culturological approach to the study of education digitalization in the development of modern society and the widespread introduction of information and communication technologies. The scientific novelty of the obtained results is to clarify the main directions of education digitalization and its main contradictions. Conclusions. Attention is paid to the transformation of methods of providing quality education, the system of working remotely under the influence of the rapid and large-scale spread of digital technologies. The need to adapt the education system to the requirements of the time and the expectations of young people through the massive and effective use of innovative educational technologies and didactic models based on modern information and communication technologies is emphasized. The positive and negative consequences of education digitalization have been revealed, the prospects of the introduction of advanced technologies in the educational process have been clarified. It has been concluded that information and communication technologies are changing the field of education at different speeds in the direction of organizing the educational process and transforming the infrastructure of the educational institution. It is emphasized that a modern educational institution must undergo a path of digital transformation, otherwise, it will not meet market demands. The transition to a digital educational institution involves the use of flexible processes, taking into account the formation of an adaptive corporate culture and optimization of educational and social processes. The process of digitalization of education can be successful if the educational process based on the use of information and communication technologies, focused on specific users, has a specific meaning, based on the right methodology and approaches, interesting content, good motivation of students (learners), well-established program and technical base.