TRAINING AS A FORM OF ACTIVE LEARNING IN VOCATIONAL EDUCATION INSTITUTIONS: THEORY AND ICT PRACTICE

Abstract

The article highlights the theoretical foundations and practical aspects of implementing ICT-supported training in vocational education institutions. Based on the analysis of scientific and methodological literature, the essence of training is clarified as a multidimensional educational phenomenon that integrates cognition, reflection, interpersonal interaction, and practice-oriented experience acquisition. The functions of training (educational, socialising, motivational and value-based, corrective and developmental, practice-oriented) are identified, alongside examples of exercises that ensure their implementation in vocational education settings. On the basis of generalised pedagogical practices, the leading types of training are defined, including communicative, production-oriented, technical and technological, managerial and project-based, entrepreneurial, inclusive-oriented, and stress-resilience training. The feasibility of integrating training technologies with ICT is substantiated, as it ensures

variability of the learning environment, modelling of production situations, personalised learning trajectories, and step-by- step development of professional actions through the use of digital platforms and simulators (Moodle, Google Classroom,

Zoom, Teams, VR/AR tools). The results of a pilot study conducted at the Ivano-Frankivsk Vocational College of Vasyl Stefanyk Carpathian National University with Software Engineering students indicate positive dynamics in the development of professional confidence, operational-technological skills, learning motivation, and communication activity (average growth rate – 22%). The findings prove the effectiveness of ICT-supported training as a mechanism for implementing a competency-based approach and outline prospects for further research aimed at expanding empirical evidence and methodological support for educators.