Роман Горбатюк, Ігор Гевко, Степан Сіткар, Яросла Замора, Тарас Сорока
Global processes of digitalization and the transition of educational systems to blended and digital learning formats, accelerated by the COVID-19 pandemic, have led to a significant rethinking of the role of digital technologies in vocational pre-higher education.The European Union, focusing on the implementation of the "Digital Education Action Plan 2021-2027", identifies the digital transformation of education as one of the key factors in improving its quality, inclusivity, and alignment with the requirements of the digital and green economy.These trends directly impact the national system of training future junior bachelors in automotive transport, whose professional activities are increasingly carried out in an integrated digital environment.This article systematizes European guidelines for the digitalization of vocational education and analyzes the potential of digital technologies in forming the readiness of future junior bachelors in automotive transport for professional activity.Two interconnected areas of using digital technologies in the educational process are identified: the application of digital technologies and products (artificial intelligence, big data, virtual and augmented reality, industrial internet, cloud services, etc.) and the implementation of pedagogical technologies based on them (web quests, interactive testing, video cases, gamification, educational chatbots).It is substantiated that the combination of digital and pedagogical technologies contributes to the formation of professional readiness among future specialists in automotive transport, the development of their digital competence, the ability to self-learn, adapt, and perform effectively in a digitalized production environment.The article concludes that it is necessary to adapt the European experience of digital transformation of education to the realities of vocational pre-higher education in Ukraine.