BUILDING AND DEVELOPING THE ECOSYSTEM OF DIGITAL SOLUTIONS FOR INSTITUTION OF PROFESSIONAL PRE-HIGHER EDUCATION

Introduction. Digital transformation and the movement of Ukraine towards membership in the EU are rapidly changing the social and economic landscape of society, and the development of technologies puts new demands on the labor market and educational systems, orients teachers to the training of specialists of a new formation who confidently possess digital skills, meet the needs of the digital economy and modern lifestyle One of the effective solutions can be the development of an ecosystem approach to education. We note that despite the significant spread of the ecosystem approach in various spheres of socio-economic life, there is still no universal view on the terminological apparatus, principles of application, structure, and methodological tools for assessing the state of ecosystems. The above actualizes the expediency of researching educational ecosystems, in particular the ecosystem of digital solutions of institutions of vocational pre-higher education. Purpose. The article aims to highlight the potential of the production and development of the ecosystem of digital solutions for the institution of professional pre-higher education. Methods. Analysis of regulatory sources and educational literature, analogy, induction, and deduction were used. Results. The results of the college's self-reflection regarding the construction and further development of the ecosystem of digital solutions, and the evaluation of educational activities through the use of digital technologies prove the average and high level of indicators in the areas of research and analysis. The manifestations of negative factors of using digital technologies at home (during distance learning) by the participants of the educational process include limited access of students to digital devices and reliable stable Internet connection, low digital competence of families; limited time for the development of materials for distance learning by teachers and constant feedback, difficulties in attracting students, etc. The positive factors of using digital technologies include experience in using virtual learning environments; access to well-structured digital educational resources; organized, regular online communication with students and their parents, etc. Conclusion. We consider that the college's digital development strategy needs attention and systematic implementation, defining the mission and tasks, and developing a system of indicators to monitor the state of the college's digital transformation. We will also highlight the personalization of training with the provision of constant feedback and the use of effective evaluation tools as an important area of activity. One of the promising solutions is expanding the range of educational content visualization tools and using augmented reality technologies. We emphasize that an important criterion for the effectiveness of an educational institution is the successful employment of its graduates in the acquired specialties, therefore, the practice of digital transformation of career guidance processes, career counseling, and further employment should be carried out on a regular basis.