KEY PRINCIPLES OF PRACTICAL TRAINING FOR DIGITAL TECHNOLOGY SPECIALISTS IN THE CONTEXT OF CONTEMPORARY TRENDS

Abstract

The article explores the practical aspects of training digital technology specialists in the context of modern challenges related to information security. The study emphasizes the importance of developing practical skills alongside theoretical knowledge to ensure effective professional performance and the ability to teach others.

Purpose. This article aims to explore practical tools and their application in the training of digital technology specialists under the conditions of contemporary information security challenges.

Methodology. The study employs a systematic and problem-oriented approach, as well as general scientific methods such as comparative analysis and generalization. This approach helps define the core requirements for the practical skills of cybersecurity professionals.

Scientific Novelty. The article presents and analyzes key methods of practical training for digital technology specialists, particularly in the area of secure network development. The primary objective of training future digital technology specialists is not limited to mastering theoretical knowledge but also focuses on acquiring essential practical skills and the ability to apply them in real-world professional contexts. This includes their potential role as educators capable of teaching others. The unique nature of practical training in today’s world, where digital technologies permeate nearly every aspect of daily life, represents a current and evolving challenge. Adapting teachers to the demands of modern training trends requires them to keep pace with rapidly developing technologies. The proposed practical training methods represent only a fraction of the possible approaches to preparing specialists. They serve as a foundation for shaping the content and organization of training activities for learners aspiring to become cybersecurity professionals and hands-on educators. The key aspects of training and the classification of practical skills for future specialists are presented as a conditional framework. This can serve both as core material and as an introductory resource for the staged development of skills and competencies in learners across various educational levels and professional courses.

Conclusions. The proposed and compared methods of practical training represent only a partial coverage of the skills needed. Building the practical component of training for future digital technology specialists is a critical part of the educational process, equally important as theoretical instruction. The effectiveness of each practical training method is analyzed and shown to be interdependent with numerous theoretical teaching methods within the broader educational process for future professionals.