The effective use of emerging technologies demands the training of highly quali-fied personnel with digital literacy professional skills. The aim of the study is to characterize the virtual construction site as a digital resource for pedagogical man-agement of the educational process in the construction university. The principles of tradition and innovation have become the methodological basis for linking best practices in pedagogical management of the learning process with qualitative changes based on modern digital technologies. A virtual construction site entails a digital resource imitating professional activities and providing integration of sci-ence, technology, pedagogical management of educational process on the basis of common standards of data description. The content of the virtual construction site represents a complex multi-level menu corresponding to the construction stages. Efficiency criteria (metaproject, activity, digital, relevant, complex) allow to find out the level of formation of ability to work with digital technologies. The princi-ples of selection and structuring of content ensure its validity and updating. The practical significance of the research is provided by the didactic functions of the virtual construction site, providing for the involvement of students in design and construction activities, establishment of interdisciplinary relations. The social sig-nificance consists in personalisation of the educational process and formation of the students' professional individuality. The originality of the study lies in the jus-tification of the digital paradigm of higher education, which forms a pedagogical community that promotes and actively integrates digital content into the educa-tional process.

Purpose Modern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system. Design/methodology/approach Participative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system. Findings The findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks. Research limitations/implications The research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system. Practical implications The identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training. Social implications The revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity. Originality/value The effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.

The purpose of this study is to examine the potential of the virtual construction site as a tool of knowledge management on technological processes of construc-tion production at the university. A digital paradigm that ensures the unity of in-novative and smart technologies in construction education and improves knowledge management tools has become the methodological basis. The authors present the criteria for the effectiveness of teaching technological processes with the help of virtual construction site (digital, professional, personal). The guide-lines for teaching students to make a technological map in construction are pro-posed. The levels of knowledge of modern digital technologies are presented. The practical significance of the study is to present the experience of teaching techno-logical processes using digital content. The social significance lies in the for-mation of a sustainable orientation of students towards the digitalization of con-struction production. Originality of research consists in substantiation of virtual construction site as the effective tool of knowledge management.

Mathematical knowledge plays a system-forming role in education. The aim of this paper is to find out the didactic features of mathematical knowledge formation. The study involved 50 professors, 300 students. The criteria of mathematical knowledge acquisition include reliability, autonomy, and stability. The main study objectives are as follows. First, to clarify and scientifically substantiate special functions of mathematical knowledge in the process of engineering activity (bijection, formalization, relativity, and robustness). Second, to determine the formation of academic and applied mathematical knowledge. Technical knowledge can be applied using the special functions of mathematical knowledge. For example, in the form of mathematical models, or in a stable mathematical component in the professional outlook. The academic mathematical knowledge is focused on the systematic integrity of purpose, content, forms, methods and means of education. Along with transdisciplinary holistic worldview formation. Applied mathematical knowledge is focused on integration of teaching, educating, developing functions of education to acquire common cultural and professional competences. In modern conditions of rapid computerization, the opportunities to use mathematical analysis and modeling are increasing. However, basic mathematical knowledge is needed to assess the reliability of computer solutions.

The purpose of research is to show the efficiency of the virtual construction site of a large-panel residential building as a digital resource of training on technological processes of construction. As the research methodology appeared the digital paradigm, providing the application of digital resources into construction education, the correlation between the best practice and quality changes based on smart technologies. The principal results of the research are maintenance of the virtual construction site of the residential building; criteria for efficiency of training construction operation processes on the basis of a virtual construction site; levels of student readiness for smart technology applications. The significance of the results is that the content of the virtual construction site allows to develop skills of planning and management of virtual projects The criteria reflect the need of the digital economy for construction engineers who master modern digital technologies. The levels of students’ readiness to apply smart technologies reflect the current situation in construction education.