The binary nature of information and communication technologies in classrooms at vocational educational institutions

In the vocational education system, unlike general education, information and communication technologies are used not only for educational purposes but also for production purposes, related to the development of students’ professional competencies in professions/specialties in vocational education (e. g., in the IT sector). Therefore, a mixture of these two types of information and communication technologies is observed. However, the scientifi c literature does not contain any studies identifying the conditions under which industrial ICTs become educational. The relevance of this problem is confi rmed by a survey conducted among teachers, vocational education instructors, and students enrolled in courses at the Chelyabinsk Institute for the Development of Professional Education. This article presents the binary nature of ICTs, conducts a comparative analysis of educational and industrial ICTs, and highlights the characteristics of educational ICTs and the conditions under which industrial ICTs become educational. It is noted that industrial ICTs in the classroom are the subject of study and the content of instruction and are directly related to the profession/specialty of vocational education students, while educational ICTs are a teaching tool and are more universal in nature, used in training future specialists in various fi elds. The results of this theoretical study served as the basis for structuring the experience of implementing educational and industrial ICTs as part of the “Educational Lesson” competition of the regional “Professional Debut” competition in 2024 (using the winners as examples). A training session on “Text Modifi cation. UX Writer” was presented in MDC 08.02 “Graphic Design and Multimedia” for students majoring in 09.02.07 “Information Systems and Programming”. This session showcased advanced production technology, educational ICT, and the binary nature of technologies. The results obtained expand knowledge about educational ICT used in vocational education classes. The author’s original perspective will be of interest to participants in the regional professional skills competition “Professional Debut”, the All-Russian competition “Master of the Year”, and secondary vocational education methodologists.