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14, 3033-6070-1-SM, 42033180, AP article 22455, modeli-tsifrovoy-kompetentnosti-i-deyatelnost-rossiyskih-podrostkov-onlayn, phpWlXscl Statya.-Ispolzovanie-Cifrovyh-obrazovatelnyh-resursov-na-urokah-anglijskogo-yazyka-kak-sre
Abstract. Introduction. Nowadays, digital education is one of the priorities 
of state policy in modern Russia. The Federal Institute for the Development of 
Education has developed a draft didactic concept of digital education to maximise 
the potential of digital technology (DT) in vocational training. Nevertheless, while 
policymakers and education managers are aware of the need to move to a new le-
vel of digital technology implementation, there are challenges to this process. The 
technological resources of educational environment have been increasing intensi-
vely in the past decade, and their intensive scientific and pedagogical development 
is observed. However, little attention is given to the willingness of teachers to work 
with continuously evolving technological tools. 
The aim of the research is to identify the barriers, which hinder the profes-
sional development of teachers in mastering information and communications 
technologies (ICT) and digital technologies, as well as some mental attitudes cir-
culating in the society and slowing down the process of digitalisation of vocational 
Methodology and research methods. The present research is based on per-
sonal-context and personal-development approaches. In the course of experimen-
tal research and two pilot studies, teachers and specialists of professional educa-
tional organisations were interviewed (n = 187 people). The methods of question-
naire-based survey, sociological analysis, statistical data-processing tools and Go-
ogle Forms tools were used. 
Results and scientific novelty. On the basis of the outcomes of the conduc-
ted surveys, the following aspects were analysed: the degree of teachers’ skills for-

Цифровизация профессионального образования: перспективы и незримые барьеры 
Образование и наука. Том 22, № 3. 2020/The Education and Science Journal. Vol. 22, № 3. 2020 
mation declared in the professional standard; willingness to implement e-learning, 
expand the range of ICT and GT included in teaching practice; respondents’ atti-
tudes towards the digitalisation of education and their self-recognition in this pro-
cess. Clear and invisible obstacles to the process under discussion are identified 
and sistematised. The found barriers are classified into risk, image and didactic 
barriers. The recommendations to overcome the barriers are proposed. According 
to the authors of the present article, it is advisable to introduce a new specialty 
“digital engineer-teacher” due to the obvious integration of pedagogical and engi-
neering functions into the activities of teachers. Working in one team consisted of 
a specialist, who designs an effective teaching environment, and a teacher-didac-
tist, will reduce a part of unjustified functional workload of the latter. 
Practical significance. The materials of the undertaken research have signi-
ficant implications for further development of perceptions of the essence and con-
tent of digital didactics; justification and formation of optimal conditions for digi-
talisation of vocational education, including psychological and pedagogical ad-
justment of the system of training and retraining of pedagogical and managerial 
personnel for the digital economy. 
Keywords: digitalisation of education, vocational education, mental barri-
ers, conditions for overcoming mental barriers, digital education technologies, te-
achers’ readiness to introduce digital technologies, digital educational environ-

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