Information and Educational Environment as a Tool for Vocational Education Transformation in the Digital Age: International Context and Ukrainian Realities

Information and Educational Environment as a Tool for Vocational Education Transformation in the Digital Age: International Context and Ukrainian Realities | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Information and Educational Environment as a Tool for Vocational Education Transformation in the Digital Age: International Context and Ukrainian Realities Oksana Kostenko, Varvara Chernenko This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7236324/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The digital age demands significant changes in vocational education. This research explores the crucial role of the information and educational environment in this transformation. Our aim is to investigate how digital technologies and information resources impact the effectiveness of training future specialists. The article delves into the foundations for developing this environment within vocational institutions. It analyzes the use of innovative digital tools like e-learning platforms, virtual laboratories, and intelligent systems to enhance education quality. Special attention is given to adapting training content for the digital economy and fostering participants' information and digital culture. Our findings show that implementing a purposeful information and educational environment not only modernizes curricula but also cultivates critical thinking, self-learning skills, and rapid adaptability in students. This study offers practical recommendations for optimizing this environment to ensure competitive specialists are effectively trained in an era of global digitalization. information and educational environment vocational education digital transformation e-learning digital technologies specialist training Introduction At the dawn of the third millennium, the establishment of a global information society stands as a pressing imperative and a prerequisite for the advancement of human civilization. In this evolving landscape, information and communication technologies (ICT) are increasingly becoming the cornerstone of a new information environment, where the production and utilization of information represent the most critical form of activity. Presently, a nation's global standing is determined not solely by economic indicators, but also by its capacity to generate knowledge-intensive technologies. The profound technological and digital transformations sweeping across society are creating conditions for significant shifts in the labour market, which, in turn, impose new demands on graduates of vocational education institutions (VEIs). These demands encompass the mastery of innovative competencies, the ability to process large volumes of data, a high level of information literacy, and a sustained motivation for continuous development and self-improvement. In response to these evolving conditions, the labour market necessitates specialists capable of handling vast amounts of information, possessing advanced information literacy, and demonstrating readiness for self-development and adaptation to change. VEIs play a pivotal role in cultivating competent professionals equipped to meet the challenges of the digital economy. Despite the undeniable relevance and acknowledged necessity of integrating digital technologies into the educational process, comprehensive approaches to forming a holistic information and educational environment (IEE) within VEIs remain insufficiently developed. Such an environment should align with contemporary international standards and account for the specific national challenges, particularly in the context of martial law and post-war reconstruction. Existing research frequently focuses on isolated aspects of digitalization, whereas a systemic vision encompassing the substantive, organizational, and technological components of IEE requires further scientific substantiation and practical approbation. Specifically, there is a discernible lack of unified IEE design models that would ensure effective adaptation to rapidly changing labour market demands and foster in learners not only technical skills but also the capacity for self-development and critical thinking amidst digital transformation. Within this context, Ukraine, currently enduring a full-scale war, faces particularly acute challenges. The war has precipitated the destruction of educational infrastructure, forced the displacement of a significant number of learners and pedagogical staff, and intensified the need for rapid adaptation to new realities. Distance and blended learning have transitioned from mere alternatives to indispensable necessities, demanding immediate implementation and enhancement of digital tools and educational platforms. Ensuring the continuity of the educational process, providing psychological support to participants, and cultivating skills responsive to the needs of post-war national recovery are paramount objectives. Therefore, the objective of this article is to develop and substantiate a model for designing the IEE of VEIs, thereby ensuring the effective training of competitive specialists in the context of digital transformation and considering the unique characteristics of Ukrainian realities. The establishment of a contemporary IEE stands as a pivotal function within modern vocational education, primarily aimed at ensuring that every learner has access to the requisite information for self-directed learning and personal growth. It is precisely within such an environment, meticulously designed upon advanced information systems, resources, technologies, and networks, that the competency-based approach is effectively realized in preparing skilled workers for comprehensive professional activity in the contemporary digital society. The evolution of the concept of "information environment" dates back to the 1990s, when it was construed as a systematically organized amalgamation of institutions, databases, local and global information networks, library holdings, and regulatory documents, alongside the means for data transmission and information resources (Tverezovska & Kasatkin, 2011 ). In current scholarly and pedagogical publications, a multiplicity of interpretations for this category is evident, reflected in the use of terms such as information-learning, information-educational, information-pedagogical, or computer-oriented environment (Hurevych et al., 2021 ; Kobysia et al., 2021 ; Kremen et al., 2022 ). Notwithstanding this terminological diversity, the information environment is broadly defined as a segment of the information space that shapes an individual's immediate informational surroundings and fosters conditions conducive to productive activity, with its key characteristic being openness (Tverezovska & Kasatkin, 2011 ). Synthesizing various academic perspectives, the IEE can be conceptualized as a holistic system of interconnected subsystems operating to organize pedagogical interaction among all participants in the educational process through ICT (Kharchenko & Shyshenko, 2021 ). International discourse concerning vocational education and training (VET) is increasingly converging on digital transformation and the pivotal role of IEE, reflecting overarching global trends. The European Commission, in its Digital Education Action Plan 2021–2027, underscores the imperative to reimagine education and training for the digital age, emphasizing the development of digital competencies and infrastructure (European Commission, 2020 ). This initiative aligns with UNESCO's global calls for a new social contract for education that acknowledges digital realities (UNESCO, 2021 ). Research consistently demonstrates that the effective implementation of digital technologies in VET necessitates not merely technical equipment but also a profound understanding of pedagogical approaches (Grollmann & Rauner, 2019 ). Consequently, the cultivation of digital competencies among educators is critically important, as highlighted by the European Framework for the Digital Competence of Educators (DigCompEdu) (Redecker, 2017 ). Within the VET context, particular emphasis is placed on fostering competencies that correspond to the dynamic demands of a labour market continually reshaped by Industry 4.0 (Billett, 2014 ; Mulder, 2017 ). Digital tools, including virtual laboratories, simulators, and online platforms, play a crucial role in delivering practically-oriented learning (Pohorielov et al., 2020 ). Examining the experiences of European nations, it is noteworthy that Germany actively champions the digital transformation of VET through initiatives such as the "Digital Pact for Schools" (Digitalpakt Schule, 2019–2024), which provides funding for digital infrastructure and fosters the development of digital competencies among educators, including "soft skills" related to AI and media literacy (CEDEFOP, 2025; Eurydice network, 2025 ). In Poland, distance learning has experienced substantial growth, emerging as a popular choice due to its flexibility, accessibility, and robust governmental support for digital educational initiatives, leading to an expansion of online offerings from universities and private EdTech companies (Talkpal AI, 2025 ; Lviv Polytechnic, 2023 ). France's focus in professional training lies in adapting to new labour market demands and cultivating digital competencies, offering certified online courses for digital transformation management, with particular attention to the influence of generative artificial intelligence and Big Data (Polytechnique, n.d.; Cegos, n.d.; Unow, n.d.). Turkey is actively integrating ICT into its educational processes, as evidenced by its Tenth Development Plan and the FATIH project, which aims to equip schools with high-speed internet and interactive whiteboards. Additionally, a digital material library, MET-UP, featuring 3D models and AR applications, has been developed for vocational education to enhance digital skills (ETF, n.d.; Education Profiles, 2025 ). In the United Kingdom, digital transformation in further education is a strategic priority, necessitating strong leadership and investment in digital infrastructure, with the COVID-19 pandemic accelerating the shift towards online and blended learning (Jisc, 2025 ; GOV.UK, n.d.). The experience of North America also reveals significant advancements. In the United States, the digital transformation of vocational education represents a pivotal reform pathway, albeit one that encounters challenges such as the uneven distribution of resources across regions and institutions, a disconnect between industry and education, financial and technical bottlenecks, and insufficient digital literacy among educators (ResearchGate, n.d.; Front-Sci, n.d.; Anisimova & Efremova, 2022 ). Canada is proactively investing in digital skills development and initiatives within professional training, notably through the SkillingUp program, which supports Canadians with disabilities, and the Digital Literacy Exchange Program (DLEP), designed to enhance access to online resources and secure transactions (DIGITAL, n.d.; Innovation, Science and Economic Development Canada, n.d.). Ukrainian realities, particularly amidst the ongoing full-scale war, impose distinctive demands on the development of IEE. Despite the devastation of educational infrastructure and the forced displacement of educational participants, distance and blended learning have become indispensable, necessitating immediate implementation and enhancement of digital tools (Kremen et al., 2022 ). The establishment of a modern IEE is a paramount objective to ensure the continuity of the educational process, provide psychological support, and cultivate skills essential for the nation's post-war recovery. This trajectory mirrors the global inclination towards adapting education to fluctuating conditions and labour market needs, thereby illustrating how international concepts and methodologies are being realized and customized to national contexts. Method This study is dedicated to analyzing the concept of IEE, its functions, and the principles of its design within VEIs. Particular attention is paid to an IEE design model that integrates modern ICT and considers the educational needs of all participants in the educational process. The research was conducted from 2021–2024 at VEIs in the Poltava region. The methodological foundation comprised systemic, activity-based, and axiological approaches, ensuring a comprehensive analysis and design of the IEE. The study utilized an analysis of regulatory documents, a comparative analysis of IEE models, expert surveys of teachers, design-based research, and the pedagogical design method, applied within two pilot cases: the micro-level – the local model "Virtual Portal" of Higher Vocational School No. 7 in Kremenchuk; and the regional level – the project "Digitalization of Vocational Education" for the profession "Accountant for Recording Accounting Data," implemented in four VEIs in the Poltava region. To identify the main challenges and effectiveness of IEE implementation, methods such as surveying educational process participants and content analysis of digital resources created and used within the study were employed. To comprehensively assess the effectiveness of IEE implementation and identify key challenges, an anonymous survey was conducted among key groups of educational process participants: pedagogical staff, learners, and administrative personnel of VEIs involved in the pilot projects. The study sample consisted of 120 pedagogical staff members from Higher Vocational School No. 7 in Kremenchuk, State Vocational and Technical Educational Institution "Professional Agrarian Lyceum" in Kobeliaky, State Educational Institution "Hadiach Higher Professional Agrarian College," and Vocational and Technical School No. 50 in Karlivka; 250 students enrolled in the "Accountant for Recording Accounting Data" profession at the aforementioned institutions; 20 administrative personnel representatives (directors, deputy directors, methodologists, IT department heads) from these same institutions; and 15 representatives from local enterprises and public organizations collaborating with the specified VEIs. The survey was conducted using online questionnaires, which were adapted for each target group to gather relevant data regarding their experience with the IEE. The questionnaires included both closed-ended questions (with response options for quantitative analysis) and open-ended questions to elicit qualitative comments. Specifically, questions pertained to access to resources, communication effectiveness, digital literacy levels, platform usability, and overall satisfaction with the IEE. Results and Discussion The development of an IEE necessitates the presence of functioning information educational environments within educational institutions, taking into account modern ICT, systems, and learning tools. The formation of an IEE for a VEI begins with the design of an educational system that must be a progressively organized IEE with a developed technical-technological and hardware-software base. This base creates conditions for integrating the advantages of traditional ICT and encompasses a complex of operations for collecting, storing, processing, producing, and presenting information as a potential educational service for its effective assimilation. We have developed a model for designing the IEE of a VEI (Table 1). Table 1. Model for Designing the IEE of a VEI IEE Project for a Vocational Education Institution Content Component Organisational Component Aim Formation of a digitally competent, creative individual with self-learning skills Management Structure Administration, methodologists, tutors, IT department, programme coordinators Content Structure Educational, methodological, informational, analytical content Participants Pedagogical staff, learners, employers, parents, community Content Formats LMS-courses, interactive manuals, video lessons, web-quests, electronic libraries Implementation Levels Internal (intranet), local, regional, national, international Delivery Methods Personalized learning, microlearning, gamification, augmented reality Management Mechanisms Digital administration, data analytics, electronic document management, API Principles Innovativeness, openness, adaptability, cross-platform compatibility, multimedia capability Functions Organizational, coordinating, communicative, regulative, supportive Functions Educational, motivational, diagnostic, integrative, developmental, creative, analytical Platforms Moodle, Google Workspace, Office365, H5P, Zoom, Chatbot services Technological Component Infrastructure Servers, internal networks, Wi-Fi, interactive panels, mobile devices Support System Helpdesk, CRM, technical status monitoring, security protocols Communication Tools Portals, messengers, social networks, e-mail, integrated chats Service Instruments Backup, technical support, licensed software, accessibility standards Functions Operational, security, integrative, service, modernization In the process of designing the basic components of the IEE of a VEI, its substantive, organizational, and technological components are distinguished (Kharchenko & Shyshenko, 2021; Shyshenko, 2022; Tverezovska & Kasatkin, 2011). 1. Substantive component – virtual content to provide educational, scientific-methodological, and informational support for the institution's educational activities, contributing to increased motivation of educational process participants for self-education, improved quality of management decisions, enhanced level of methodological innovations, and impact of marketing research, among others. 2. Organizational component – a system of informational support for educational activities, which includes a unified database of educational information ensuring the storage and maintenance of information funds; an information marketing system that involves studying the existing demand for educational information. 3. Technological component – a system of technical means that ensures the execution of tasks with various types of educational information and includes a mechanism for its processing, storage, rapid retrieval, and replication (Intranet, file servers, remote access servers); a system of mass media and communication (websites, portals, blogs, social media pages); and a service system that ensures the commissioning, maintenance, repair, and modification of technical means (ICT methodologist, network coordinator, etc.). Let us consider the content and structure of the IEE design model for a VEI. The first stage in designing the IEE of a VEI is to define its goal and objectives. The goal of the IEE of a VEI is to create conditions for the intellectual and creative development of an individual who possesses a high level of information competencies and is ready to use ICT tools in independent educational activities. The main objectives of creating and developing the IEE include satisfying the individual educational needs of learners in the process of improving digital literacy; creating a unified information space through the integration of disparate departments and services; dynamically combining ICT tools by applying universal forms of storing, processing, and transmitting information data; developing the material-technical and educational-methodological bases of educational institutions; and improving the system of informational and methodological support for the management of the VEI (Hohonyants et al., 2020; Pohorielov et al., 2020; Lysenko et al., 2022). Crucial are the fundamental principles for designing the IEE of a modern VEI, namely: the principle of innovativeness, based on pedagogical expediency, integrity, individualization, synergy, cognitive activity, and independence; the principle of openness, based on the mobility of participants in educational interaction, virtualization of learning objects, and the availability of exchange information funds; the principle of systematicity, which implies a systemic structure of created organizational structures that ensure the functioning of the environment's components and technologies (administrators, tutors, etc.); the principle of individualization, based on organizing a personalized development trajectory for each participant in pedagogical interaction to achieve a high level of effectiveness in the educational process using ICT tools; the principle of variability, which involves adjusting the organizational structure according to the educational tasks of the VEI, the educational requests of the administration, methodological service, pedagogical staff, learners, employers, and state policy in the field of vocational education; and the principle of accumulation, based on the systematization and presentation of modern trends in the development of VEIs and contemporary pedagogical science, among others (Hrytsenko, 2023; Hurzhii et al., 2022). Based on the foregoing, it is necessary to define the functions of the IEE of a VEI, namely: communicative – multi-level virtual communication among all participants in the institution's educational activities (administration, pedagogical staff, learners, employers, community); informational – open access to educational, methodological, and financial information, and its exchange; developmental – the development of educational activity subjects through the active use of ICT tools and innovative forms and methods of learning with their application; creative – the process and result of creating a new intellectual product (ideas, technologies for implementing a creative product or event), its virtualization, and popularization by means of ICT; coordinating – virtual interaction and social partnership among all participants in the educational process; managerial – openness and transparency of managerial activities; and control-analytical – diagnostics, statistics, and analytics of quantitative and qualitative indicators of the VEI's educational activities using ICT, among others (Melnychenko, 2018; Shevchuk, 2022). In the process of designing the levels of functioning of a modern VEI's IEE in Ukraine, three levels are distinguished: the micro-local level – an internal corporate Intranet network that connects workstations, servers, and other ICT tools into a unified network, accessible to all participants in the institution's educational activities (administration, methodological service, pedagogical staff, learners, employers); the local (city/district) and regional (oblast) levels – a network for all participants in the institution's educational activities, potential consumers of educational services, other subjects of local and regional educational systems, education management bodies, and the community, with the possibility of open external access to the VEI, allowing communication, posting information intended for a wide range of users, and official information for a narrow circle of educational process participants with restricted access on the Internet; and the global level – the integration of the VEI's IEE into the information space of Ukraine and the world. The main criteria for an IEE include a system of communication tools; a system of independent work tools; and a system for intensive interaction among participants in the educational process (Kartashova et al. , 2017). The authors participated in the design of the IEE at the micro-level, specifically the IEE project of Higher Vocational School No. 7 in Kremenchuk, Poltava region, "Virtual Portal," and at the regional level, namely the regional IEE project "Digitalization of Vocational Education in Conditions of Blended Learning for the Profession 'Accountant for Recording Accounting Data'" in State Vocational and Technical Educational Institution "Professional Agrarian Lyceum" in Kobeliaky, State Educational Institution "Hadiach Higher Professional Agrarian College," and Vocational and Technical School No. 50 in Karlivka. It was at these institutions, where the specified IEEs were implemented, that a subsequent survey was conducted, revealing key trends and assessments by educational process participants regarding IEE implementation. The questionnaire for pedagogical staff focused on the convenience of using the IEE, the availability of necessary materials, and technical support (Table 2). Table 2. Assessment of IEE Effectiveness by Pedagogical Staff (N=120) Question / Category Very Satisfied (%) Satisfied (%) Partially Satisfied (%) Dissatisfied (%) Access to educational and methodological materials 65 25 8 2 Convenience of using digital platforms (Moodle, Google Workspace, Zoom, etc.) 50 35 10 5 Level of technical support (ICT methodologist, network coordinator) 40 30 20 10 Opportunity to create own interactive materials (presentations, tests, video lessons) 55 30 12 3 Impact of IEE on learners' motivation 45 40 10 5 Overall assessment of IEE on the quality of the educational process 58 30 10 2 The questionnaire for learners emphasized access to information, convenience of learning, and the impact of the IEE on their progress (Table 3). Table 3. Assessment of IEE Effectiveness by Learners (N=250) Question / Category Very Satisfied (%) Satisfied (%) Partially Satisfied (%) Dissatisfied (%) Access to necessary educational information (electronic libraries, LMS courses) 70 20 8 2 Convenience of using IEE for independent study and self-development 60 30 7 3 Opportunity to receive feedback from teachers via IEE 55 35 8 2 Use of interactive elements (video lessons, web-quests, simulators) 65 25 7 3 Overall satisfaction with learning in the digital environment 68 25 5 2 Questions for the administration concerned the effectiveness of management, monitoring, and overall IEE implementation (Table 4). Table 4. Assessment of IEE Functioning by Administrative Staff (N=20) Question / Category Very Satisfied (%) Satisfied (%) Partially Satisfied (%) Dissatisfied (%) Effectiveness of electronic document management and personnel administration 45 40 10 5 Ability to monitor educational and methodological activities 50 35 10 5 IEE's contribution to forming a positive image of the institution 60 30 5 5 Level of integration of various departments and services into a unified information space 40 45 10 5 Overall assessment of IEE's compliance with the institution's strategic development goals 55 35 10 0 The questionnaire for employers and public organizations aimed to assess the institution's information openness, opportunities for cooperation, and the alignment of graduates' training with their needs (Table 5). Table 5. Assessment of Interaction with IEE by Employers and Public Organizations (N=15) Question / Category Very Satisfied (%) Satisfied (%) Partially Satisfied (%) Dissatisfied (%) Accessibility of information regarding the institution's mission and educational services 60 30 10 0 Convenience of virtual tours and familiarisation with the material and technical base 55 35 10 0 Effectiveness of the administration's virtual online reception 50 40 10 0 Opportunity to view the professional achievements of educators and the creative accomplishments of learners 65 25 10 0 Overall readiness of graduates for the demands of the modern labour market (indirectly through information from the IEE) 50 30 15 5 Interest in further cooperation with the institution via the IEE 70 20 10 0 Thus, the effective functioning of the IEE of a VEI provides significant advantages to its participants. 1. For the administration – this includes the organization of effective electronic document management within the institution; the use of automated personnel management systems, electronic databases of pedagogical staff and learners; comprehensive monitoring of the institution's educational, educational-methodological, and economic activities, as well as financial accounting; and ensuring the functioning of the website (portal) as a means of forming a positive image of the institution, informational interaction, and social partnership. 2. For the methodological service – this involves creating an electronic bank of regulatory documents, educational programs, modern teaching and upbringing technologies; ensuring the functioning of an information and editorial-publishing center, a multifunctional media library and electronic library, a virtual methodological office, and virtual methodological associations; implementing interactive forms of methodological work with pedagogical staff using ICT (webinars, web conferences, methodological web quests); and promoting new, active forms of documenting the process and results of pedagogical staff's educational activities. 3. For pedagogical staff – this ensures the modernization of their own educational activities using ICT; access to an electronic bank of normative documents, educational programs, modern teaching technologies and methods, a multifunctional media library, and an electronic library; the creation of electronic portfolios as an effective means of evaluating and summarizing their own educational activities and professional development; the development of didactic materials (multimedia presentations, technological maps) for learners; and the use of electronic lesson constructors, applying new forms and methods of organizing educational activities (distance learning, online consulting, virtual laboratories, Internet projects, web quests, etc.). 4. For learners – this provides free access to the institution's multifunctional media library and electronic library, the ability to create electronic portfolios as a means of evaluating their own educational activities and creative development; the opportunity to use distance learning courses, virtual creative laboratories, master classes; to receive individual and group online consultations; and to use didactic materials (multimedia presentations, technological maps), among others. 5. For employers/public organizations – this includes familiarization with the mission of the VEI, the content, and quality of its educational services; virtual tours of the institution; familiarization with its material and technical base and learning conditions; a virtual online reception for the administration; viewing the professional achievements of teachers and the creative achievements of learners; and psychological-pedagogical online consultations, among others. Simultaneously, based on the results of the conducted survey of all groups of educational process participants, a number of systemic challenges were identified that significantly influence the effectiveness of IEE implementation. Specifically, IEE implementation faces several challenges stemming from infrastructural, financial, educational, and organizational limitations. Among the key infrastructural problems, insufficient technical equipment of educational institutions stands out, manifesting in the absence of modern equipment and stable Internet access. Furthermore, outdated software and the lack of unified platforms for effective educational process management pose a significant obstacle (Kravchuk, 2020). Financial resources also play a crucial role in this context. The high cost of implementing modern information technologies, coupled with a lack of state funding or sponsorship, limits the possibilities for updating the material and technical base of educational institutions. Another significant problem is the low level of digital literacy among educational process participants. Insufficient preparation of teachers for using ICT in educational activities and the absence of a systemic approach to improving the digital qualifications of pedagogical staff create additional barriers to effective IEE implementation. To address this, the authors organized and conducted measures aimed at improving digital literacy among teachers and students, including: developing an interactive training manual and organizing a pedagogical workshop "Using Online Services for Organizing Distance and Blended Learning"; developing an interactive training manual "Modern Technologies of the Educational Process"; and creating the website "Virtual Pedagogical Studio" (Hurevych et al., 2022). The perception of change also presents difficulties, as some educational process participants demonstrate resistance to innovations due to a lack of trust in the effectiveness of digital tools. Adapting educational programs to modern technologies remains a complex task requiring significant organizational and methodological efforts. Particular attention should be paid to ensuring data security. Confidentiality and protection of personal data of educational process participants are critical aspects, especially given the increasing risk of cyberattacks on system management education. Therefore, the challenges of IEE implementation are complex and require a systemic approach to overcome them. At the same time, the implementation of IEE opens up significant prospects for improving the effectiveness and quality of the educational process. The integration of modern digital platforms contributes to ensuring access to high-quality educational materials, multimedia content, and online courses. The use of personalized education technologies allows for adapting the educational process to the individual needs of each learner, which contributes to increased learning effectiveness. The development of digital literacy is another important advantage. Training teachers and learners in modern ICT forms skills demanded in the labour market. Conducting webinars, online courses, and practical sessions contributes to increasing the overall level of digital competence among educational process participants. The integration of interactive technologies makes the educational process more engaging and effective. The use of interactive platforms, virtual laboratories, and simulators provides an opportunity to diversify learning, and the creation of online communities fosters experience sharing between teachers and students. Furthermore, modern online educational services are adapted for learning using mobile phones, which helps solve the problem of insufficient technical equipment in rural or low-resource areas, as mobile gadgets are widely used devices (Tverezovska & Kasatkin, 2011; Kravchuk, 2020). The global integration of the educational environment provides access to international practices and global educational resources, such as Coursera or EdX. This opens up opportunities for implementing innovative approaches into the education system and increasing its competitiveness. An important aspect is transparency and accessibility. The use of information and educational systems contributes to increasing the transparency of management processes in educational institutions, providing access to educational resources for a wide range of users, including individuals with disabilities. These prospects form the basis for transforming education in accordance with modern challenges and societal needs. Conclusions The design of an IEE in VEIs is an integral component of their adaptation to the challenges of the digital society. This environment ensures the integration of modern ICT, promotes personalized education, and creates conditions for enhancing digital literacy, developing innovative potential, and forming competencies necessary for the contemporary labour market. The developed IEE model is based on substantive, organizational, and technological components, each aimed at ensuring the effective functioning of the environment, particularly through the use of virtual content, the integration of communication tools, and the development of the material and technical base. The principles of IEE design – innovativeness, openness, systematicity, learner-centeredness, variability, and accumulativeness – underscore its orientation towards the needs of all participants in the educational process. Despite existing challenges, such as financial constraints, low digital literacy, and infrastructural problems, the prospects for IEE implementation are significant. These include, in particular, improving the quality of education, developing interactive learning, ensuring access to global resources, and enhancing the transparency of the educational process. In the process of discussing the results of IEE implementation, data obtained from surveys of educational process participants, content analysis of digital resources created within pilot projects, and expert evaluation of implemented initiatives were considered. This allowed for identifying a number of key challenges – specifically, the low level of digital readiness among some teachers, the fragmentation of digital infrastructure, and resistance to change from certain educational process participants. At the same time, the analysis demonstrated that the effective use of the IEE contributes to increased motivation for learning, the development of digital skills, and a qualitative renewal of educational content. In conclusion, the IEE is a powerful tool for transforming vocational education, responding to contemporary challenges and opening new opportunities for training competitive specialists. Abbreviations ICT Information and Communication Technologies IEE Information and Educational Environment VEI Vocational Education Institution Declarations Prior to participation, all individuals involved in the study were fully informed about the objectives, procedures, potential risks, and benefits of the research. Each participant provided voluntary, written informed consent, confirming their understanding of the study and their right to withdraw at any time without any consequences. The research protocol, including the consent procedure, was reviewed and approved by the Ethics Committee of the respective vocational education institutions participating in the project. Data collection was conducted anonymously to ensure the confidentiality and privacy of all participants. No personal identifiers were recorded or stored. All data were analyzed in aggregate form and used exclusively for research purposes. Author contributions Athtor1 co-designed the study, conducted and managed data collection, including adherence to ethical standards, and wrote the main sections on methodology and findings, including the development of the information-educational environment model. Athtor2 contributed to the theoretical framework, analysis of the international and national context, as well as to the drafting of recommendations and discussion of the results. Both authors edited and approved the final version of the manuscript. Funding This research received no external funding. Data availability Interview protocols can be provided upon request from the first author. However, the interview data itself cannot be shared due to confidentiality agreements established within the research study. Competing interests The authors declare that they have no competing interests. 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The Role of Digital Learning Technologies in the Era of Civilizational Changes. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems , 62 , 28–38. https://doi.org/10.31652/2412-1142-2021-62-28-38 Hurevych, R., Kobysia, V., Kobysia, A., Kizim, S., Kutsak, L., & Opushko, N. (2022). Use of Digital Services and Tools in the Professional Training of Future Teachers. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems , 64 , 5–22. https://doi.org/10.31652/2412-1142-2022-64-5-22 Hurzhii, A., Radkevych, V., & Pryhodii, M. (2022). Methodological Principles of Digitalization of the Informational-Educational Environment of Vocational Education Institutions. New Technologies in Education , 96 , 44–53. https://doi.org/10.52256/2710-3560.2022.96.06 Industry and Business (n.d.) Digital Skills Training That Transforms Canadian Businesses. https://www.industryandbusiness.ca/digital-skills-training-that-transforms-canadian-businesses/. Accessed 22 June 2025. Innovation, Science and Economic Development Canada (n.d.) Digital Literacy Exchange Program. https://ised-isde.canada.ca/site/digital-literacy-exchange-program/en. Accessed 28 June 2025. Jisc (2025) Elevating digital transformation in further education: a guide for senior leaders. https://www.jisc.ac.uk/guides/elevating-digital-transformation-in-further-education-a-guide-for-senior-leaders/. Accessed 03 July 2025. Jisc (n.d.) Further education (FE) and skills. https://jisc.ac.uk/further-education-and-skills. Accessed 12 July 2025. Kartashova, L. A., Yurzenko, V. V., Guralyuk, A. H., Lipska, L. V., Humenna, L. S., Zueva, A. B., Shupik, I. M., Rostoka, M. L., & Shevchenko, V. L. (2017). Information-educational environment of vocational and technical educational institutions: A manual (P. H. Luzan, Ed.). Kyiv, Ukraine: IPTU NAPS. Kharchenko, I., & Shyshenko, I. (2021). The Information-Educational Environment of Higher Education Institutions as a Basis for Forming the Information-Digital Culture of Future Professionals. Human Studies. Series: Pedagogy , 45 , 78–84. https://doi.org/10.24919/2413-2039.13/45.11 Kobysia, V., Kobysia, A., & Kutsak, L. (2021). Internet Education: Modern Technologies, Methods, and Tools of E-Learning. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems , 62 , 256–265. Kravchuk, O. (2020). Advantages and Disadvantages of Using Information and Communication Technologies in the Educational Process. In Materials of the Scientific and Practical Conference “Current Achievements in Science and Education” (pp. 64–67). Khmelnytskyi: KhNU Publ. Kremen, V., Bykov, V., Lyashenko, O., Lytvynova, S., Luhovyi, V., Malyovanyi, Yu., & Topuzov, O. (2022). Scientific and Methodological Support of Digitalization of Education in Ukraine: State, Problems, Prospects. Bulletin of the National Academy of Pedagogical Sciences of Ukraine , 4 (2), 1–49. https://doi.org/10.37472/v.naes.2022.4223 Lviv Polytechnic (2023) Professional Education (Digital Technologies). https://directory.lpnu.ua/en/majors/ippo/6.015.39.39/8/2023/en/full. Accessed 19 June 2025. Lysenko, T., Moiseenko, S., & Kondrashova, A. (2022). The Role of Digital Platforms in Learning English by Students of Technical Specialties of Higher Education Institutions. Perspectives and Innovations in Science , 2 (7), 418–430. https://doi.org/10.52058/2786-4952-2022-2(7)-418-430 Melnychenko, S. (2018). Electronic Resources and Online Education as Tools for Developing Scientific-Pedagogical Competence of Educators. In Materials of the VII All-Ukrainian Scientific-Methodical Conference (pp. 184–185). Odessa. Mercuri Poland (n.d.) Digital Learning Center. https://mercuri.pl/digital-learning-center/. Accessed 27 June 2025. Mulder, M. (2017). Conceptualizing competence and competence development in vocational education and training: A critical analysis. Journal of Vocational Education & Training , 69 (1), 1–21. https://doi.org/10.1007/978-3-319-41713-4 Pohorielov, M., Lavrentieva, O., Bondarenko, V., Britchenko, I., Dorohan, A., & Uchitel, A. (2020). Professional Preparation of Future Teachers of Vocational Training in the Transport Area of Expertise with the Use of the Author’s Educational Application. In AET 2020. Proceedings of the 1st Symposium on Advances in Educational Technology , 1 , 702–713. Polytechnique (n.d.) Formation Numérique et Digitale Certifiante - Éligible CPF. https://exed.polytechnique.edu/formations/data/stratege-transformation-numerique. Accessed 07 July 2025. Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu . Publications Office of the European Union. https://doi.org/10.2760/159770 OECD (2018), “The Future of Education and Skills: Education 2030”, OECD Education Policy Perspectives, No. 98 , OECD Publishing, Paris, https://doi.org/10.1787/54ac7020-en. Shevchuk, S. (2022). Modern Educational Technologies in the Professional Training of Skilled Workers . Bila Tserkva: BINPO DZVO "UMO" NAPS of Ukraine. Shyshenko, I. (2022). Some Aspects of the Impact of Digital Technologies on the Educational Process in Higher Education Institutions: An Overview of Problems and Challenges. Education. Innovation. Practice , 10 (5), 42–47. https://doi.org/10.31110/2616-650X-vol10i5-006 Talkpal AI (2025) Distance Learning Poland: Top Programs and Benefits in 2024. https://talkpal.ai/distance-learning-poland-top-programs-and-benefits-in-2024/. Accessed 21 June 2025. Tverezovska, N., & Kasatkin, D. (2011). The Informational and Educational Environment of Learning: History, Classification, and Functions. Scientific Notes of Ternopil National Pedagogical University Named after Volodymyr Hnatiuk. Pedagogy , 3 , 190–196. UNESCO. (2021). Reimagining our futures together: A new social contract for education . UNESCO Publishing. https://doi.org/10.54675/XQGP8939 Unow (n.d.) Formation Transformation digitale. https://www.unow.fr/formations/revolution-digitale/. Accessed 14 July 2025. Wang Y (2024) Digital Transformation of Vocational Education: Connotation, Challenges and Pathways. Educational Research and Reviews , 6 (12), 43. https://doi.org/10.32629/rerr.v6i12.2996 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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In this evolving landscape, information and communication technologies (ICT) are increasingly becoming the cornerstone of a new information environment, where the production and utilization of information represent the most critical form of activity. Presently, a nation's global standing is determined not solely by economic indicators, but also by its capacity to generate knowledge-intensive technologies. The profound technological and digital transformations sweeping across society are creating conditions for significant shifts in the labour market, which, in turn, impose new demands on graduates of vocational education institutions (VEIs). These demands encompass the mastery of innovative competencies, the ability to process large volumes of data, a high level of information literacy, and a sustained motivation for continuous development and self-improvement.\u003c/p\u003e\u003cp\u003eIn response to these evolving conditions, the labour market necessitates specialists capable of handling vast amounts of information, possessing advanced information literacy, and demonstrating readiness for self-development and adaptation to change. VEIs play a pivotal role in cultivating competent professionals equipped to meet the challenges of the digital economy. Despite the undeniable relevance and acknowledged necessity of integrating digital technologies into the educational process, comprehensive approaches to forming a holistic information and educational environment (IEE) within VEIs remain insufficiently developed. Such an environment should align with contemporary international standards and account for the specific national challenges, particularly in the context of martial law and post-war reconstruction. Existing research frequently focuses on isolated aspects of digitalization, whereas a systemic vision encompassing the substantive, organizational, and technological components of IEE requires further scientific substantiation and practical approbation. Specifically, there is a discernible lack of unified IEE design models that would ensure effective adaptation to rapidly changing labour market demands and foster in learners not only technical skills but also the capacity for self-development and critical thinking amidst digital transformation.\u003c/p\u003e\u003cp\u003eWithin this context, Ukraine, currently enduring a full-scale war, faces particularly acute challenges. The war has precipitated the destruction of educational infrastructure, forced the displacement of a significant number of learners and pedagogical staff, and intensified the need for rapid adaptation to new realities. Distance and blended learning have transitioned from mere alternatives to indispensable necessities, demanding immediate implementation and enhancement of digital tools and educational platforms. Ensuring the continuity of the educational process, providing psychological support to participants, and cultivating skills responsive to the needs of post-war national recovery are paramount objectives. Therefore, the objective of this article is to develop and substantiate a model for designing the IEE of VEIs, thereby ensuring the effective training of competitive specialists in the context of digital transformation and considering the unique characteristics of Ukrainian realities.\u003c/p\u003e\u003cp\u003eThe establishment of a contemporary IEE stands as a pivotal function within modern vocational education, primarily aimed at ensuring that every learner has access to the requisite information for self-directed learning and personal growth. It is precisely within such an environment, meticulously designed upon advanced information systems, resources, technologies, and networks, that the competency-based approach is effectively realized in preparing skilled workers for comprehensive professional activity in the contemporary digital society.\u003c/p\u003e\u003cp\u003eThe evolution of the concept of \"information environment\" dates back to the 1990s, when it was construed as a systematically organized amalgamation of institutions, databases, local and global information networks, library holdings, and regulatory documents, alongside the means for data transmission and information resources (Tverezovska \u0026amp; Kasatkin, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). In current scholarly and pedagogical publications, a multiplicity of interpretations for this category is evident, reflected in the use of terms such as information-learning, information-educational, information-pedagogical, or computer-oriented environment (Hurevych et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Kobysia et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Kremen et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Notwithstanding this terminological diversity, the information environment is broadly defined as a segment of the information space that shapes an individual's immediate informational surroundings and fosters conditions conducive to productive activity, with its key characteristic being openness (Tverezovska \u0026amp; Kasatkin, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Synthesizing various academic perspectives, the IEE can be conceptualized as a holistic system of interconnected subsystems operating to organize pedagogical interaction among all participants in the educational process through ICT (Kharchenko \u0026amp; Shyshenko, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eInternational discourse concerning vocational education and training (VET) is increasingly converging on digital transformation and the pivotal role of IEE, reflecting overarching global trends. The European Commission, in its Digital Education Action Plan 2021–2027, underscores the imperative to reimagine education and training for the digital age, emphasizing the development of digital competencies and infrastructure (European Commission, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This initiative aligns with UNESCO's global calls for a new social contract for education that acknowledges digital realities (UNESCO, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Research consistently demonstrates that the effective implementation of digital technologies in VET necessitates not merely technical equipment but also a profound understanding of pedagogical approaches (Grollmann \u0026amp; Rauner, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Consequently, the cultivation of digital competencies among educators is critically important, as highlighted by the European Framework for the Digital Competence of Educators (DigCompEdu) (Redecker, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Within the VET context, particular emphasis is placed on fostering competencies that correspond to the dynamic demands of a labour market continually reshaped by Industry 4.0 (Billett, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Mulder, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Digital tools, including virtual laboratories, simulators, and online platforms, play a crucial role in delivering practically-oriented learning (Pohorielov et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eExamining the experiences of European nations, it is noteworthy that Germany actively champions the digital transformation of VET through initiatives such as the \"Digital Pact for Schools\" (Digitalpakt Schule, 2019–2024), which provides funding for digital infrastructure and fosters the development of digital competencies among educators, including \"soft skills\" related to AI and media literacy (CEDEFOP, 2025; Eurydice network, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). In Poland, distance learning has experienced substantial growth, emerging as a popular choice due to its flexibility, accessibility, and robust governmental support for digital educational initiatives, leading to an expansion of online offerings from universities and private EdTech companies (Talkpal AI, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Lviv Polytechnic, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). France's focus in professional training lies in adapting to new labour market demands and cultivating digital competencies, offering certified online courses for digital transformation management, with particular attention to the influence of generative artificial intelligence and Big Data (Polytechnique, n.d.; Cegos, n.d.; Unow, n.d.). Turkey is actively integrating ICT into its educational processes, as evidenced by its Tenth Development Plan and the FATIH project, which aims to equip schools with high-speed internet and interactive whiteboards. Additionally, a digital material library, MET-UP, featuring 3D models and AR applications, has been developed for vocational education to enhance digital skills (ETF, n.d.; Education Profiles, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). In the United Kingdom, digital transformation in further education is a strategic priority, necessitating strong leadership and investment in digital infrastructure, with the COVID-19 pandemic accelerating the shift towards online and blended learning (Jisc, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; GOV.UK, n.d.).\u003c/p\u003e\u003cp\u003eThe experience of North America also reveals significant advancements. In the United States, the digital transformation of vocational education represents a pivotal reform pathway, albeit one that encounters challenges such as the uneven distribution of resources across regions and institutions, a disconnect between industry and education, financial and technical bottlenecks, and insufficient digital literacy among educators (ResearchGate, n.d.; Front-Sci, n.d.; Anisimova \u0026amp; Efremova, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Canada is proactively investing in digital skills development and initiatives within professional training, notably through the SkillingUp program, which supports Canadians with disabilities, and the Digital Literacy Exchange Program (DLEP), designed to enhance access to online resources and secure transactions (DIGITAL, n.d.; Innovation, Science and Economic Development Canada, n.d.).\u003c/p\u003e\u003cp\u003eUkrainian realities, particularly amidst the ongoing full-scale war, impose distinctive demands on the development of IEE. Despite the devastation of educational infrastructure and the forced displacement of educational participants, distance and blended learning have become indispensable, necessitating immediate implementation and enhancement of digital tools (Kremen et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The establishment of a modern IEE is a paramount objective to ensure the continuity of the educational process, provide psychological support, and cultivate skills essential for the nation's post-war recovery. This trajectory mirrors the global inclination towards adapting education to fluctuating conditions and labour market needs, thereby illustrating how international concepts and methodologies are being realized and customized to national contexts.\u003c/p\u003e"},{"header":"Method","content":"\u003cp\u003eThis study is dedicated to analyzing the concept of IEE, its functions, and the principles of its design within VEIs. Particular attention is paid to an IEE design model that integrates modern ICT and considers the educational needs of all participants in the educational process.\u003c/p\u003e\u003cp\u003eThe research was conducted from 2021–2024 at VEIs in the Poltava region. The methodological foundation comprised systemic, activity-based, and axiological approaches, ensuring a comprehensive analysis and design of the IEE. The study utilized an analysis of regulatory documents, a comparative analysis of IEE models, expert surveys of teachers, design-based research, and the pedagogical design method, applied within two pilot cases: the micro-level – the local model \"Virtual Portal\" of Higher Vocational School No. 7 in Kremenchuk; and the regional level – the project \"Digitalization of Vocational Education\" for the profession \"Accountant for Recording Accounting Data,\" implemented in four VEIs in the Poltava region. To identify the main challenges and effectiveness of IEE implementation, methods such as surveying educational process participants and content analysis of digital resources created and used within the study were employed.\u003c/p\u003e\u003cp\u003eTo comprehensively assess the effectiveness of IEE implementation and identify key challenges, an anonymous survey was conducted among key groups of educational process participants: pedagogical staff, learners, and administrative personnel of VEIs involved in the pilot projects.\u003c/p\u003e\u003cp\u003eThe study sample consisted of 120 pedagogical staff members from Higher Vocational School No. 7 in Kremenchuk, State Vocational and Technical Educational Institution \"Professional Agrarian Lyceum\" in Kobeliaky, State Educational Institution \"Hadiach Higher Professional Agrarian College,\" and Vocational and Technical School No. 50 in Karlivka; 250 students enrolled in the \"Accountant for Recording Accounting Data\" profession at the aforementioned institutions; 20 administrative personnel representatives (directors, deputy directors, methodologists, IT department heads) from these same institutions; and 15 representatives from local enterprises and public organizations collaborating with the specified VEIs.\u003c/p\u003e\u003cp\u003eThe survey was conducted using online questionnaires, which were adapted for each target group to gather relevant data regarding their experience with the IEE. The questionnaires included both closed-ended questions (with response options for quantitative analysis) and open-ended questions to elicit qualitative comments. Specifically, questions pertained to access to resources, communication effectiveness, digital literacy levels, platform usability, and overall satisfaction with the IEE.\u003c/p\u003e"},{"header":"Results and Discussion","content":"\u003cp\u003eThe development of an IEE necessitates the presence of functioning information educational environments within educational institutions, taking into account modern ICT, systems, and learning tools. The formation of an IEE for a VEI begins with the design of an educational system that must be a progressively organized IEE with a developed technical-technological and hardware-software base. This base creates conditions for integrating the advantages of traditional ICT and encompasses a complex of operations for collecting, storing, processing, producing, and presenting information as a potential educational service for its effective assimilation.\u003c/p\u003e\n\u003cp\u003eWe have developed a model for designing the IEE of a VEI (Table 1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1. Model for Designing the IEE of a VEI\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"623\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"13\" valign=\"top\" style=\"width: 34px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIEE Project for a Vocational Education Institution\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 297px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eContent Component\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" style=\"width: 293px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOrganisational Component\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAim\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 170px;\"\u003e\n \u003cp\u003eFormation of a digitally competent, creative individual with self-learning skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eManagement Structure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eAdministration, methodologists, tutors, IT department, programme coordinators\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eContent Structure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 170px;\"\u003e\n \u003cp\u003eEducational, methodological, informational, analytical content\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003ePedagogical staff, learners, employers, parents, community\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eContent Formats\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 170px;\"\u003e\n \u003cp\u003eLMS-courses, interactive manuals, video lessons, web-quests, electronic libraries\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eImplementation Levels\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eInternal (intranet), local, regional, national, international\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDelivery Methods\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 170px;\"\u003e\n \u003cp\u003ePersonalized learning, microlearning, gamification, augmented reality\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eManagement Mechanisms\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eDigital administration, data analytics, electronic document management, API\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePrinciples\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 170px;\"\u003e\n \u003cp\u003eInnovativeness, openness, adaptability, cross-platform compatibility, multimedia capability\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFunctions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eOrganizational, coordinating, communicative, regulative, supportive\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFunctions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 170px;\"\u003e\n \u003cp\u003eEducational, motivational, diagnostic, integrative, developmental, creative, analytical\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePlatforms\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 161px;\"\u003e\n \u003cp\u003eMoodle, Google Workspace, Office365, H5P, Zoom, Chatbot services\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" style=\"width: 590px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTechnological Component\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInfrastructure\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 463px;\"\u003e\n \u003cp\u003eServers, internal networks, Wi-Fi, interactive panels, mobile devices\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSupport System\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 463px;\"\u003e\n \u003cp\u003eHelpdesk, CRM, technical status monitoring, security protocols\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCommunication Tools\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 463px;\"\u003e\n \u003cp\u003ePortals, messengers, social networks, e-mail, integrated chats\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eService Instruments\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 463px;\"\u003e\n \u003cp\u003eBackup, technical support, licensed software, accessibility standards\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 127px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFunctions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 463px;\"\u003e\n \u003cp\u003eOperational, security, integrative, service, modernization\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eIn the process of designing the basic components of the IEE of a VEI, its substantive, organizational, and technological components are distinguished (Kharchenko \u0026amp; Shyshenko, 2021; Shyshenko, 2022; Tverezovska \u0026amp; Kasatkin, 2011).\u003c/p\u003e\n\u003cp\u003e1. Substantive component \u0026ndash; virtual content to provide educational, scientific-methodological, and informational support for the institution\u0026apos;s educational activities, contributing to increased motivation of educational process participants for self-education, improved quality of management decisions, enhanced level of methodological innovations, and impact of marketing research, among others.\u003c/p\u003e\n\u003cp\u003e2. Organizational component \u0026ndash; a system of informational support for educational activities, which includes a unified database of educational information ensuring the storage and maintenance of information funds; an information marketing system that involves studying the existing demand for educational information.\u003c/p\u003e\n\u003cp\u003e3. Technological component \u0026ndash; a system of technical means that ensures the execution of tasks with various types of educational information and includes a mechanism for its processing, storage, rapid retrieval, and replication (Intranet, file servers, remote access servers); a system of mass media and communication (websites, portals, blogs, social media pages); and a service system that ensures the commissioning, maintenance, repair, and modification of technical means (ICT methodologist, network coordinator, etc.).\u003c/p\u003e\n\u003cp\u003eLet us consider the content and structure of the IEE design model for a VEI. The first stage in designing the IEE of a VEI is to define its goal and objectives. The goal of the IEE of a VEI is to create conditions for the intellectual and creative development of an individual who possesses a high level of information competencies and is ready to use ICT tools in independent educational activities. The main objectives of creating and developing the IEE include satisfying the individual educational needs of learners in the process of improving digital literacy; creating a unified information space through the integration of disparate departments and services; dynamically combining ICT tools by applying universal forms of storing, processing, and transmitting information data; developing the material-technical and educational-methodological bases of educational institutions; and improving the system of informational and methodological support for the management of the VEI (Hohonyants et al., 2020; Pohorielov et al., 2020; Lysenko et al., 2022).\u003c/p\u003e\n\u003cp\u003eCrucial are the fundamental principles for designing the IEE of a modern VEI, namely: the principle of innovativeness, based on pedagogical expediency, integrity, individualization, synergy, cognitive activity, and independence; the principle of openness, based on the mobility of participants in educational interaction, virtualization of learning objects, and the availability of exchange information funds; the principle of systematicity, which implies a systemic structure of created organizational structures that ensure the functioning of the environment\u0026apos;s components and technologies (administrators, tutors, etc.); the principle of individualization, based on organizing a personalized development trajectory for each participant in pedagogical interaction to achieve a high level of effectiveness in the educational process using ICT tools; the principle of variability, which involves adjusting the organizational structure according to the educational tasks of the VEI, the educational requests of the administration, methodological service, pedagogical staff, learners, employers, and state policy in the field of vocational education; and the principle of accumulation, based on the systematization and presentation of modern trends in the development of VEIs and contemporary pedagogical science, among others (Hrytsenko, 2023; Hurzhii et al., 2022).\u003c/p\u003e\n\u003cp\u003eBased on the foregoing, it is necessary to define the functions of the IEE of a VEI, namely: communicative \u0026ndash; multi-level virtual communication among all participants in the institution\u0026apos;s educational activities (administration, pedagogical staff, learners, employers, community); informational \u0026ndash; open access to educational, methodological, and financial information, and its exchange; developmental \u0026ndash; the development of educational activity subjects through the active use of ICT tools and innovative forms and methods of learning with their application; creative \u0026ndash; the process and result of creating a new intellectual product (ideas, technologies for implementing a creative product or event), its virtualization, and popularization by means of ICT; coordinating \u0026ndash; virtual interaction and social partnership among all participants in the educational process; managerial \u0026ndash; openness and transparency of managerial activities; and control-analytical \u0026ndash; diagnostics, statistics, and analytics of quantitative and qualitative indicators of the VEI\u0026apos;s educational activities using ICT, among others (Melnychenko, 2018; Shevchuk, 2022).\u003c/p\u003e\n\u003cp\u003eIn the process of designing the levels of functioning of a modern VEI\u0026apos;s IEE in Ukraine, three levels are distinguished: the micro-local level \u0026ndash; an internal corporate Intranet network that connects workstations, servers, and other ICT tools into a unified network, accessible to all participants in the institution\u0026apos;s educational activities (administration, methodological service, pedagogical staff, learners, employers); the local (city/district) and regional (oblast) levels \u0026ndash; a network for all participants in the institution\u0026apos;s educational activities, potential consumers of educational services, other subjects of local and regional educational systems, education management bodies, and the community, with the possibility of open external access to the VEI, allowing communication, posting information intended for a wide range of users, and official information for a narrow circle of educational process participants with restricted access on the Internet; and the global level \u0026ndash; the integration of the VEI\u0026apos;s IEE into the information space of Ukraine and the world. The main criteria for an IEE include a system of communication tools; a system of independent work tools; and a system for intensive interaction among participants in the educational process (Kartashova et al. , 2017).\u003c/p\u003e\n\u003cp\u003eThe authors participated in the design of the IEE at the micro-level, specifically the IEE project of Higher Vocational School No. 7 in Kremenchuk, Poltava region, \u0026quot;Virtual Portal,\u0026quot; and at the regional level, namely the regional IEE project \u0026quot;Digitalization of Vocational Education in Conditions of Blended Learning for the Profession \u0026apos;Accountant for Recording Accounting Data\u0026apos;\u0026quot; in State Vocational and Technical Educational Institution \u0026quot;Professional Agrarian Lyceum\u0026quot; in Kobeliaky, State Educational Institution \u0026quot;Hadiach Higher Professional Agrarian College,\u0026quot; and Vocational and Technical School No. 50 in Karlivka. It was at these institutions, where the specified IEEs were implemented, that a subsequent survey was conducted, revealing key trends and assessments by educational process participants regarding IEE implementation.\u003c/p\u003e\n\u003cp\u003eThe questionnaire for pedagogical staff focused on the convenience of using the IEE, the availability of necessary materials, and technical support (Table 2).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2. Assessment of IEE Effectiveness by Pedagogical Staff (N=120)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"3\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eQuestion / Category\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eVery Satisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSatisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePartially Satisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eDissatisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAccess to educational and methodological materials\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eConvenience of using digital platforms (Moodle, Google Workspace, Zoom, etc.)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eLevel of technical support (ICT methodologist, network coordinator)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOpportunity to create own interactive materials (presentations, tests, video lessons)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eImpact of IEE on learners\u0026apos; motivation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall assessment of IEE on the quality of the educational process\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe questionnaire for learners emphasized access to information, convenience of learning, and the impact of the IEE on their progress (Table 3).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3. Assessment of IEE Effectiveness by Learners (N=250)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"3\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eQuestion / Category\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eVery Satisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSatisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePartially Satisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eDissatisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAccess to necessary educational information (electronic libraries, LMS courses)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eConvenience of using IEE for independent study and self-development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOpportunity to receive feedback from teachers via IEE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eUse of interactive elements (video lessons, web-quests, simulators)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall satisfaction with learning in the digital environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eQuestions for the administration concerned the effectiveness of management, monitoring, and overall IEE implementation (Table 4).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4. Assessment of IEE Functioning by Administrative Staff (N=20)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"3\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eQuestion / Category\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eVery Satisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSatisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePartially Satisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eDissatisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eEffectiveness of electronic document management and personnel administration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAbility to monitor educational and methodological activities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eIEE\u0026apos;s contribution to forming a positive image of the institution\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eLevel of integration of various departments and services into a unified information space\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall assessment of IEE\u0026apos;s compliance with the institution\u0026apos;s strategic development goals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe questionnaire for employers and public organizations aimed to assess the institution\u0026apos;s information openness, opportunities for cooperation, and the alignment of graduates\u0026apos; training with their needs (Table 5).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5. Assessment of Interaction with IEE by Employers and Public Organizations (N=15)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"3\" cellpadding=\"0\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eQuestion / Category\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eVery Satisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSatisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003ePartially Satisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eDissatisfied (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eAccessibility of information regarding the institution\u0026apos;s mission and educational services\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eConvenience of virtual tours and familiarisation with the material and technical base\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eEffectiveness of the administration\u0026apos;s virtual online reception\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOpportunity to view the professional achievements of educators and the creative accomplishments of learners\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eOverall readiness of graduates for the demands of the modern labour market (indirectly through information from the IEE)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eInterest in further cooperation with the institution via the IEE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThus, the effective functioning of the IEE of a VEI provides significant advantages to its participants.\u003c/p\u003e\n\u003cp\u003e1. For the administration \u0026ndash; this includes the organization of effective electronic document management within the institution; the use of automated personnel management systems, electronic databases of pedagogical staff and learners; comprehensive monitoring of the institution\u0026apos;s educational, educational-methodological, and economic activities, as well as financial accounting; and ensuring the functioning of the website (portal) as a means of forming a positive image of the institution, informational interaction, and social partnership.\u003c/p\u003e\n\u003cp\u003e2. For the methodological service \u0026ndash; this involves creating an electronic bank of regulatory documents, educational programs, modern teaching and upbringing technologies; ensuring the functioning of an information and editorial-publishing center, a multifunctional media library and electronic library, a virtual methodological office, and virtual methodological associations; implementing interactive forms of methodological work with pedagogical staff using ICT (webinars, web conferences, methodological web quests); and promoting new, active forms of documenting the process and results of pedagogical staff\u0026apos;s educational activities.\u003c/p\u003e\n\u003cp\u003e3. For pedagogical staff \u0026ndash; this ensures the modernization of their own educational activities using ICT; access to an electronic bank of normative documents, educational programs, modern teaching technologies and methods, a multifunctional media library, and an electronic library; the creation of electronic portfolios as an effective means of evaluating and summarizing their own educational activities and professional development; the development of didactic materials (multimedia presentations, technological maps) for learners; and the use of electronic lesson constructors, applying new forms and methods of organizing educational activities (distance learning, online consulting, virtual laboratories, Internet projects, web quests, etc.).\u003c/p\u003e\n\u003cp\u003e4. For learners \u0026ndash; this provides free access to the institution\u0026apos;s multifunctional media library and electronic library, the ability to create electronic portfolios as a means of evaluating their own educational activities and creative development; the opportunity to use distance learning courses, virtual creative laboratories, master classes; to receive individual and group online consultations; and to use didactic materials (multimedia presentations, technological maps), among others.\u003c/p\u003e\n\u003cp\u003e5. For employers/public organizations \u0026ndash; this includes familiarization with the mission of the VEI, the content, and quality of its educational services; virtual tours of the institution; familiarization with its material and technical base and learning conditions; a virtual online reception for the administration; viewing the professional achievements of teachers and the creative achievements of learners; and psychological-pedagogical online consultations, among others.\u003c/p\u003e\n\u003cp\u003eSimultaneously, based on the results of the conducted survey of all groups of educational process participants, a number of systemic challenges were identified that significantly influence the effectiveness of IEE implementation. Specifically, IEE implementation faces several challenges stemming from infrastructural, financial, educational, and organizational limitations. Among the key infrastructural problems, insufficient technical equipment of educational institutions stands out, manifesting in the absence of modern equipment and stable Internet access. Furthermore, outdated software and the lack of unified platforms for effective educational process management pose a significant obstacle (Kravchuk, 2020).\u003c/p\u003e\n\u003cp\u003eFinancial resources also play a crucial role in this context. The high cost of implementing modern information technologies, coupled with a lack of state funding or sponsorship, limits the possibilities for updating the material and technical base of educational institutions.\u003c/p\u003e\n\u003cp\u003eAnother significant problem is the low level of digital literacy among educational process participants. Insufficient preparation of teachers for using ICT in educational activities and the absence of a systemic approach to improving the digital qualifications of pedagogical staff create additional barriers to effective IEE implementation. To address this, the authors organized and conducted measures aimed at improving digital literacy among teachers and students, including: developing an interactive training manual and organizing a pedagogical workshop \u0026quot;Using Online Services for Organizing Distance and Blended Learning\u0026quot;; developing an interactive training manual \u0026quot;Modern Technologies of the Educational Process\u0026quot;; and creating the website \u0026quot;Virtual Pedagogical Studio\u0026quot; (Hurevych et al., 2022).\u003c/p\u003e\n\u003cp\u003eThe perception of change also presents difficulties, as some educational process participants demonstrate resistance to innovations due to a lack of trust in the effectiveness of digital tools. Adapting educational programs to modern technologies remains a complex task requiring significant organizational and methodological efforts. Particular attention should be paid to ensuring data security. Confidentiality and protection of personal data of educational process participants are critical aspects, especially given the increasing risk of cyberattacks on system management education. Therefore, the challenges of IEE implementation are complex and require a systemic approach to overcome them.\u003c/p\u003e\n\u003cp\u003eAt the same time, the implementation of IEE opens up significant prospects for improving the effectiveness and quality of the educational process. The integration of modern digital platforms contributes to ensuring access to high-quality educational materials, multimedia content, and online courses. The use of personalized education technologies allows for adapting the educational process to the individual needs of each learner, which contributes to increased learning effectiveness.\u003c/p\u003e\n\u003cp\u003eThe development of digital literacy is another important advantage. Training teachers and learners in modern ICT forms skills demanded in the labour market. Conducting webinars, online courses, and practical sessions contributes to increasing the overall level of digital competence among educational process participants. The integration of interactive technologies makes the educational process more engaging and effective. The use of interactive platforms, virtual laboratories, and simulators provides an opportunity to diversify learning, and the creation of online communities fosters experience sharing between teachers and students. Furthermore, modern online educational services are adapted for learning using mobile phones, which helps solve the problem of insufficient technical equipment in rural or low-resource areas, as mobile gadgets are widely used devices (Tverezovska \u0026amp; Kasatkin, 2011; Kravchuk, 2020).\u003c/p\u003e\n\u003cp\u003eThe global integration of the educational environment provides access to international practices and global educational resources, such as Coursera or EdX. This opens up opportunities for implementing innovative approaches into the education system and increasing its competitiveness. An important aspect is transparency and accessibility. The use of information and educational systems contributes to increasing the transparency of management processes in educational institutions, providing access to educational resources for a wide range of users, including individuals with disabilities. These prospects form the basis for transforming education in accordance with modern challenges and societal needs.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThe design of an IEE in VEIs is an integral component of their adaptation to the challenges of the digital society. This environment ensures the integration of modern ICT, promotes personalized education, and creates conditions for enhancing digital literacy, developing innovative potential, and forming competencies necessary for the contemporary labour market. The developed IEE model is based on substantive, organizational, and technological components, each aimed at ensuring the effective functioning of the environment, particularly through the use of virtual content, the integration of communication tools, and the development of the material and technical base. The principles of IEE design \u0026ndash; innovativeness, openness, systematicity, learner-centeredness, variability, and accumulativeness \u0026ndash; underscore its orientation towards the needs of all participants in the educational process.\u003c/p\u003e\u003cp\u003eDespite existing challenges, such as financial constraints, low digital literacy, and infrastructural problems, the prospects for IEE implementation are significant. These include, in particular, improving the quality of education, developing interactive learning, ensuring access to global resources, and enhancing the transparency of the educational process.\u003c/p\u003e\u003cp\u003eIn the process of discussing the results of IEE implementation, data obtained from surveys of educational process participants, content analysis of digital resources created within pilot projects, and expert evaluation of implemented initiatives were considered. This allowed for identifying a number of key challenges \u0026ndash; specifically, the low level of digital readiness among some teachers, the fragmentation of digital infrastructure, and resistance to change from certain educational process participants. At the same time, the analysis demonstrated that the effective use of the IEE contributes to increased motivation for learning, the development of digital skills, and a qualitative renewal of educational content.\u003c/p\u003e\u003cp\u003eIn conclusion, the IEE is a powerful tool for transforming vocational education, responding to contemporary challenges and opening new opportunities for training competitive specialists.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eICT\u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Information and Communication Technologies\u003c/p\u003e\n\u003cp\u003eIEE\u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Information and Educational Environment\u003c/p\u003e\n\u003cp\u003eVEI \u0026nbsp; \u0026nbsp; Vocational Education Institution\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cspan\u003ePrior to participation, all individuals involved in the study were fully informed about the objectives, procedures, potential risks, and benefits of the research. Each participant provided voluntary, written informed consent, confirming their understanding of the study and their right to withdraw at any time without any consequences. The research protocol, including the consent procedure, was reviewed and approved by the Ethics Committee of the respective vocational education institutions participating in the project. Data collection was conducted anonymously to ensure the confidentiality and privacy of all participants. No personal identifiers were recorded or stored. All data were analyzed in aggregate form and used exclusively for research purposes.\u003c/span\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAthtor1 co-designed the study, conducted and managed data collection, including adherence to ethical standards, and wrote the main sections on methodology and findings, including the development of the information-educational environment model. Athtor2 contributed to the theoretical framework, analysis of the international and national context, as well as to the drafting of recommendations and discussion of the results. Both authors edited and approved the final version of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no external funding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInterview protocols can be provided upon request from the first author. However, the interview data itself cannot be shared due to confidentiality agreements established within the research study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAnisimova, A. N., \u0026amp; Efremova, Yu. I. (2022). Digital Transformation of Vocational Education: Challenges of Modern Society. In: \u003cem\u003eDigital Technologies in the New Socio-Economic Reality\u003c/em\u003e. Springer International Publishing.\u003c/li\u003e\n\u003cli\u003eBillett, S. (2014). 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Accessed 14 July 2025.\u003c/li\u003e\n\u003cli\u003eWang Y (2024) Digital Transformation of Vocational Education: Connotation, Challenges and Pathways. \u003cem\u003eEducational Research and Reviews\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(12), 43. https://doi.org/10.32629/rerr.v6i12.2996\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"information and educational environment, vocational education, digital transformation, e-learning, digital technologies, specialist training","lastPublishedDoi":"10.21203/rs.3.rs-7236324/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7236324/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe digital age demands significant changes in vocational education. This research explores the crucial role of the information and educational environment in this transformation. Our aim is to investigate how digital technologies and information resources impact the effectiveness of training future specialists. The article delves into the foundations for developing this environment within vocational institutions. It analyzes the use of innovative digital tools like e-learning platforms, virtual laboratories, and intelligent systems to enhance education quality. Special attention is given to adapting training content for the digital economy and fostering participants' information and digital culture. Our findings show that implementing a purposeful information and educational environment not only modernizes curricula but also cultivates critical thinking, self-learning skills, and rapid adaptability in students. This study offers practical recommendations for optimizing this environment to ensure competitive specialists are effectively trained in an era of global digitalization.\u003c/p\u003e","manuscriptTitle":"Information and Educational Environment as a Tool for Vocational Education Transformation in the Digital Age: International Context and Ukrainian Realities","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-11 06:54:20","doi":"10.21203/rs.3.rs-7236324/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e925e4ec-3782-4239-9bb3-964a58f15ec1","owner":[],"postedDate":"August 11th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-08-11T06:54:20+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-11 06:54:20","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7236324","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7236324","identity":"rs-7236324","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}