DIDACTIC PRINCIPLES OF FORMING DIGITAL COMPETENCE OF VOCATIONAL EDUCATION STUDENTS IN THE CONTEXT OF ACADEMIC INTEGRITY

Abstract

The article highlights the problem of developing digital competence among vocational education students in the context of rapid digitalization of the educational process and growing risks of violating the principles of academic integrity. The expansion of the digital educational environment, the active use of electronic resources, distance technologies, and digital platforms necessitate a rethinking of didactic approaches to the professional training of future specialists, taking into account the ethical and value orientations of educational activities. The purpose of the article is to provide a theoretical justification for the didactic principles of developing the digital competence of vocational education students in the context of academic integrity and to analyze the pedagogical conditions, principles, methods, and forms of organizing the educational process that ensure the integration of digital, professional, and valueethical components of training The study clarifies the essence of the concept of “didactic principles” as a comprehensive system of principles, pedagogical conditions, methods, forms, and means of teaching aimed at achieving specific educational outcomes. The didactic principles of digital competence formation are substantiated, in particular, integrativeness, scientificity, practice-orientedness, subjectivity of the learner, reflexivity, and critical thinking. The pedagogical conditions that ensure the effective combination of digital educational practices with academic integrity are identified, and appropriate methods and forms of organizing the educational process are outlined. The practical experience of Higher Vocational School No. 21 in Ivano-Frankivsk regarding the implementation of didactic principles for developing digital competence through the introduction of institutional policies of academic integrity, the use of digital and simulation technologies, competitive and career-oriented activities has been summarized. It was concluded that the integration of digital technologies with the values of academic integrity contributes to improving the quality of professional training and shaping responsible digital behavior among students