The relevance of the study lies in the analysis of the processes of transforming the educational environment of the subject area "Labor (Technology)" under the influence of modern challenges from the dynamically changing labor market (digital industry); sociocultural changes associated with the increasing role of the digital environment. The research goal of the article is to identify the digital deficits of "Labor (Technology)" teachers and to substantiate the profound changes in the teacher's activities to overcome them in the process of digital transformation of education. The following approaches were used as the leading approaches to the study of the problem: theoretical analysis of scientific concepts, comparative method, qualitative thematic content analysis, systems activity-based and ecosystem approaches, and the principle of interdisciplinarity. The methodological basis of the study is the environmental approach, which allows for a systematic analysis of the influence of the educational environment components on the development of the subjects of the educational process in order to achieve optimal conditions for the development of the student as a subject of educational activity. The paper experimentally identifies and summarizes the digital deficits of teachers in the Labor (Technology) educational field, substantiates the concept of a "hybrid educational environment," and describes the necessary changes in its components to achieve the research goal. It has been determined that the prospective transformation of the educational environment takes place in a hybrid combination of various classroom (face-to-face) and digital practices that expand the spatial and temporal boundaries of learning, enhancing the material component of the environment with access to the equipment of partners (school-university-company) to develop a combination of marketable skills and competences among students; in scaling up network social connections and establishing new relationships among participants in the educational process, stimulating students to professional self-determination. Theoretical significance. The results of the study allow us to conclude that, in the context of digital transformation of technological education, teachers will not only need to improve their digital and methodological competencies, but also to develop their readiness for profound changes in their professional activities by designing and effectively using a hybrid educational environment. Practical significance. The presented results can be used to enhance self-educational activities and personalize learning, responding to the new demands for training specialists who will learn, choose a profession, and develop in the digital and data-driven economy.