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Professional Education: Methodology, Theory and Technologies

Article

Contemporary approaches to the implementation of digital technologies (artificial intelligence) in the professional training system for teaching staff of vocational education institutions

Iryna Dobroskok*

irina.dobroskok@gmail.com

Retrieved from Vol. 12, No. 1, 2026 Pages 72–86
Received
18.11.2025
Revised
06.04.2026
Accepted
12.05.2026
Published
19.06.2026
Views
52

Abstract

The study aimed to define the prospects, prerequisites, and limitations of using artificial intelligence technologies to train the teaching staff of vocational education institutions, using the method of analysis of regulatory documents and educational programmes. The study was carried out using regulatory and documentary analysis, content analysis of educational programmes, and comparative analysis of educational practices. Results revealed that the theoretical and regulatory foundation for vocational teaching staff training was a prerequisite for the use of digital technologies, but it did not provide enough specifics about the implementation of artificial intelligence. The analysed educational programmes included digital technologies as a direction, a means of education, and a component of professional activities, but not the use of artificial intelligence as a systemic component of training. Information and communication competence was considered a multidimensional formation of the technical, methodological and organisational components of readiness of teachers, but not full-fledged working with intelligent systems. As a result of the comparison with the best examples of European educational programmes, it was revealed that the integration of artificial intelligence into the system of vocational education was provided in the form of separate modules, separate projects and special state programmes, which ensured the systematic nature. It has been established that the use of artificial intelligence opens up opportunities to expand the didactic potential of professional education in order to implement the provisions on individualisation of education, including automated learning materials development, the introduction of simulations and the use of analytical systems. However, the use of artificial intelligence technologies in professional education is limited by the problems of a legal, methodological, educational and technical nature. The practical significance of the results obtained lies in the possibility of using them to update educational programmes, create educational materials in the context of the use of artificial intelligence, specify the learning outcomes in the aspect of digital competence, as well as to develop a set of methodological materials on the use of artificial intelligence for vocational education educators, specialist subject teachers and industrial training masters

Keywords

educational programmes; digital competence; regulatory framework; competence; personalisation

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Suggested citation

Dobroskok, I. (2026). Contemporary approaches to the implementation of digital technologies (artificial intelligence) in the professional training system for teaching staff of vocational education institutions. Professional Education: Methodology, Theory and Technologies, 12(1), 72-86. https://doi.org/10.69587/pemtt/1.2026.72