Information competence in the structure of digital culture of students of secondary vocational education

The article considers the essence and role of information competence in the structure of digital culture of students of secondary vocational education. The relevance of the problem is due to the rapid development of digital technologies, which imposes new requirements on professional training of specialists for the modern economy and society. The analysis of scientific approaches to defining the concepts of «information competence» and «information competence» is carried out, the differences between these concepts are shown and the dynamics of their development in pedagogical science is revealed. The structure of the digital culture of secondary vocational education students is described, including cognitive-semantic, motivational-value, communicative, instrumental, moral-ethical and reflexive components. It is substantiated that information competence is not distinguished in the structure of digital culture as a separate component, but permeates all components of digital culture, manifesting itself in each of them and acting as a system-forming link integrating them into a holistic education. It is emphasized that the formation of information competence contributes to the development of students' independence, responsibility, critical thinking, ability to adapt and professional growth in the digital society. The conclusion is made about the need for a systematic approach to the development of digital culture of secondary vocational education students, in which information competence becomes a key factor in the successful educational and professional activities of graduates.