The dissertation is devoted to solving the problem of preparing future bachelors of secondary education for the use of digital technologies in career guidance. Based on the results of the analysis of the state of development of the research problem, it was found that today vocational orientation is perceived as a purposeful socio-psychological and pedagogical activity aimed at preparing the young generation for a conscious and informed choice of a profession, taking into account personal inclinations, interests, abilities, as well as social needs in certain professions. The most successful for the professional self-determination of students is the period when there is a formation of a stable professional interest, a conscious professional intention, that is, grades 5-9 of the schools, which already at the undergraduate level ensures the formation of the appropriate skills of future teachers to carry out career guidance activities. An expert assessment of the pedagogical conditions for the preparation of teachers for the use of DT in career guidance was carried out. According to the results of the correlation analysis, the choice of the three most effective in the opinion of experts was substantiated: increased motivation to master cloud services and SMM technologies; expanding the content of psychological and pedagogical training with issues of vocational guidance diagnostics; using blended learning to develop professional electronic communication skills. A model of training future bachelors of secondary education for the use of DT in career guidance activities is described, which results in a positive dynamics of readiness levels (intuitive, reproductive, productive, and creative) and which is based on several methodological approaches (systemic, axiological, professional and personal, praxeological and visual - digital), taking into account the totality of general didactic and specific principles of digitalization of the educational space and professional training of teachers for activities in the digital education space; requires compliance with pedagogical conditions in the modernization of the content of professional training in terms of psychological, pedagogical, informational and variable disciplines. Based on the results of the structural and logical analysis of the category “readiness of future secondary bachelors of secondary education to use DT in career guidance”, the criteria and indicators of such readiness for each of its components were substantiated: demand (indicator - motivation to use CT in career guidance); knowledge (indicator - knowledge about digital tools and psychodiagnostic techniques) procedural (indicator - the ability to design a career guidance space) personal (ability to self-development). A system of criteria and indicators of the readiness of future bachelors of secondary education for the use of DT in vocational guidance activities has been developed, which makes it possible to assess its level: intuitive (low) reproductive (average); productive (high) creative (high). The experimental part of the study, which took place in four stages, is described.
