Information and Digital Competence of Future Vocational Education Specialists in the Context of Implementing Distance Learning Elements

The article examines the process of forming information and digital competence of future teachers of vocational and technological education in the conditions of digital transformation of the educational space. The emphasis is on the implementation of elements of distance learning as an effective tool for developing digital skills, critical thinking, media literacy, independence and responsibility in students of pedagogical specialties. It is substantiated that the digital competence of a teacher goes beyond the possession of technical means and encompasses the ability to create an interactive, adaptive and ethically oriented educational environment. The pedagogical potential of digital platforms (Google Classroom, Moodle, Zoom, Microsoft Teams) is analyzed in the context of building a partnership model of interaction "teacher-student". Examples of the implementation of digital technologies in Poltava National Pedagogical University named after V. G. Korolenko are given as an effective practice for forming a digital culture and self-regulation of students. Special attention is paid to the digital reflection of future teachers, the importance of an interdisciplinary approach and the need to develop a strategic model of digitalization of the educational process. It is shown that digital competence should be considered as an integral component of pedagogical skills, which includes not only knowledge of information and digital competence, but also the ability to ethically and critically understand information, pedagogical flexibility and digital sensitivity to the needs of education seekers. Based on the results of the study, recommendations were formulated to increase the effectiveness of digital training of future teachers of vocational education and directions for further scientific research in this area.