TPACK IN DIDACTIC MODELING IN THE PRACTICAL TRAINING OF STUDENTS IN TECHNOLOGY AND ENTREPRENEURSHIP

Abstract

This article explores the application of the TPACK (Technological Pedagogical Content Knowledge) model in the didactic modeling of practical training for students in the fields of technology and entrepreneurship within a modern digital educational environment. Particular attention is paid to the integration of technological, pedagogical, and content knowledge as a fundamental prerequisite for the effective preparation of future teachers and for the development of sustainable professional competencies aligned with contemporary educational and labor market requirements. The study examines the theoretical foundations of the TPACK framework and analyzes its role as a conceptual and methodological basis for the purposeful design, organization, implementation, and assessment of educational activities with practical, project-oriented, and entrepreneurial focus.
The article emphasizes the importance of digital transformation in education and the need for innovative teaching approaches that combine active learning, interdisciplinary integration, and the use of modern educational technologies. Various didactic solutions are presented that support the formation of creativity, critical thinking, problem-solving abilities, collaboration, and digital literacy among students. The research highlights the possibilities for integrating digital platforms, virtual learning environments, simulations, interactive applications, multimedia resources, and cloud-based technologies into the practical preparation of students in technology and entrepreneurship education.
Special attention is devoted to the design of practical learning tasks and project-based activities connected to real technological and economic challenges, which stimulate entrepreneurial thinking and encourage students to apply theoretical knowledge in authentic contexts. Examples are provided of educational scenarios and models for practical activities developed through the TPACK approach, demonstrating how technological tools can enhance pedagogical effectiveness and improve learner engagement and motivation.
The article also discusses the role of the teacher as a facilitator, mentor, and designer of innovative learning environments capable of adapting to the rapidly changing demands of the digital society. It is argued that the successful implementation of the TPACK model contributes not only to improving the quality and effectiveness of practical training, but also to strengthening students’ readiness for professional realization, lifelong learning, and successful adaptation to dynamic socio-economic and technological transformations.
In conclusion, the study confirms the significance of the TPACK model as an effective framework for modernizing technology and entrepreneurship education and for supporting the development of competent, flexible, and digitally prepared future professionals and educators