FORMATION OF FUTURE VOCATIONAL EDUCATION TEACHERS’ ABILITY FOR INNOVATION ACTIVITY IN AGRICULTURAL PRODUCTION

The article comprehensively examines the issue of developing the ability of future vocational education teachers to engage in innovative activities within the field of agricultural production while mastering the academic discipline “Industrial Training.” It is demonstrated that modern transformational processes in the agricultural sector, driven by the implementation of high-tech equipment, digital control systems, and advanced methods of technical maintenance and machinery repair, require updated approaches to the professional training of pedagogical staff. In this context, industrial training serves as a key component of vocational education, ensuring the integration of fundamental knowledge, practical skills, and innovative experience. The content and objectives of the discipline are revealed, encompassing the acquisition of skills in metalworking, performing disassembly–assembly, adjustment, and diagnostic operations on tractor and automobile units, using measuring and diagnostic equipment, identifying causes of technical malfunctions, and carrying out repair operations of varying complexity. It is emphasized that the development of innovative activity abilities occurs through the assimilation of modern mechanical engineering technologies, the use of digital diagnostic tools, modelling of technical processes, working with advanced equipment, and completing profession-oriented tasks. It is identified that the discipline “Industrial Training” contributes to developing both general and professional competencies defined by the educational program: the ability to make well-founded technical decisions, organize safe working conditions, apply contemporary methods of technical control, and manage resources and production processes. It is argued that the practice-oriented nature of the discipline ensures the formation of such abilities as technological mobility, professional flexibility, the ability to anticipate production risks, and the capacity to apply innovations in machinery repair and technical servicing. The article demonstrates that the effectiveness of developing the ability to engage in innovative activity depends on updating the content of industrial training, considering current trends in the development of agricultural machinery, improving methodological support, implementing active teaching methods, and integrating digital, virtual, and simulation technologies. Prospects for further research are outlined, including the optimization of industrial training, modernization of the educational environment, and enhancement of the methodological system for preparing agricultural-profile teachers.