Keyword: «intellectual environment»

The article notes that the process of transferring competencies to employees for the implementation of the production of a socially significant product requires such an organization of the interaction environment for producers, which has the properties of an organizational mechanism for assessing the social significance of this product. The intellectualization of the interaction environment is considered from the standpoint of an integrated approach. The environment in which the exchange of competences takes place must have a number of properties. First, it must belong (be mastered) by both those and other participants in the learning process. Secondly, it should contain a mechanism for verifying the knowledge and skills of both participants in the learning process. Thirdly, the environment should support the process of exchange of resources between the participants at the expense of information and technical means prepared by each of the participants. This thesis becomes the basis for studying the conditions of the exchange process, which determine the characteristics of the environment for the implementation of this process.

In the context of a dynamically changing information and digital learning environment, there is a need for a detailed study of the key areas of development of digital technologies and their impact on the process of professional training. This article provides a comprehensive analysis of current trends in the use of digital platforms in the context of training preservice teachers of professional education. The aim of this study is to provide a theoretical analysis and justification of the key vectors of the implementation of digital educational platforms and their impact on the transformation of pedagogical education. The article provides a detailed review of the conceptual models of integrating digital technologies into the process of professional training and their impact on the development of professional competences in preservice teachers. Special attention is paid to the integration of digital technologies into the process of organizing pedagogical support for students in the digital space of the university. The article substantiates the need for the systematic implementation of blended learning formats that provide a synergistic effect from the combination of traditional and innovative technologies. The importance of developing specialized digital platforms and software solutions aimed at automating routine operations and focusing on the creative component of teachers' professional training is emphasized. In the digital space of the university, new opportunities emerge for diagnosing and evaluating the levels of professional competency development. Traditional criteria (completeness of knowledge, correctness of actions, etc.) can be supplemented with indicators based on the analysis of digital influence on students. Key criteria for the success of an integrated approach within the framework of hybrid learning in higher education are evaluated, which allows identifying optimal strategies for improving the quality of professional education in the era of digital transformation. The theoretical significance of the research is determined by the need to rethink the conceptual foundations of teacher education in the context of digital transformation and the formation of «Education 4.0», the emphasis is shifting from the simple use of digital tools to the development of the student teacher's ability to integrate technology into the pedagogical process at the methodological level. Practical recommendations on the organization of the educational process are presented, taking into account the specifics of the university's digital learning environment and aimed at maximizing the potential of digital platforms to improve the quality of professional training for preservice teachers.