Conceptual and categorical framework of the problem of formation of digital readiness for vocational activity of future teachers at the university

In the context of the large-scale digital transformation of Russian education, the problem of conceptualizing the digital readiness of future teachers is becoming particularly important, but the conceptual framework of this area remains theoretically fragmented and insufficiently ordered. There is no complete definition of the category “digital readiness for vocational activity of future teachers” in the scientific literature, which makes it difficult to develop models for the training of teaching staff. The purpose of the study is to systematize the key categories of the problem of the formation of digital readiness for vocational activity of future teachers at the university and substantiate the author’s definition of the phenomenon under study. The methodological basis is the concept of conceptual synthesis by A. V. Usova, which provides for the derivation of specific concepts through the integration of generic ones. The research uses methods of analysis, comparison, generalization, classification, as well as content analysis of scientific publications and regulatory documents. The analysis made it possible to identify the multidimensional interpretations of basic concepts, to identify the differences between the technological, socio-cultural and pedagogical dimensions of digitalization and to clarify the content of pedagogical activity as a professional practice in which digital readiness is manifested. The scientific novelty lies in the formulation of the author’s definition of digital readiness for vocational activity of future teachers. In conclusion, it is concluded that there is a need for further modeling of the pedagogical process of forming digital readiness for vocational activity in higher education institutions and the development of diagnostic tools, which determines the prospects for further research.