DESIGNING DIGITAL-METHODOLOGICAL SUPPORT FOR STUDENTS' PROFESSIONAL TRAINING

This article examines the design of digital-methodological support for preparing students for professional activity in the context of higher education digitalization. It identifies the pedagogical, methodological, digital, technical, ergonomic, and information-security requirements for developing digital educational resources, particularly in the teaching of mathematical disciplines with economic content. The study outlines key design principles, including integrativeness, professional and practical orientation, interactivity, visualization, individualization, independent knowledge acquisition, and collaborative work. It also defines the roles of teachers and students in using digital-methodological support to organize learning, assessment, feedback, and independent study. The proposed structure consists of target, methodological, content, technological, activity, control-and-assessment, and reflexive components. The article concludes that well-designed digital-methodological support strengthens interdisciplinary integration, improves students’ digital competence, supports professional skill development, and enables teachers to manage, monitor, and enrich the educational process more effectively in response to the demands of a digital economy and modern professional education in practice today.