The article presents theoretical and methodological aspects of social support for families with adolescents with musculoskeletal disorders (MSDs) in rehabilitation centres. In particular, it describes the process and results from the implementation of the author’s work with mutual support groups of parents of adolescents with MSDs. The article aims to determine and quasi-experimentally verify the methods of rehabilitation of individuals with MSDs and prove their effectiveness in rehabilitation centres with the involvement of parents. During the implementation of the programme, social work with families in centres for social rehabilitation of children with MSDs consists of the following main areas: family therapy, family psychoprophylaxis, providing social assistance to families, mediation in resolving family conflicts, family counselling, social and pedagogical work with families.  The content and forms of social and pedagogical work with the family are determined by a group of the following factors: a family type, problems in the family; areas of professional training of the specialist providing services to the family. The quasi-experimental group (EG) consists of 40 leavers from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs “Promin”, who are diagnosed with cerebral palsy, and six leavers with mild mental disorders. The control group (CG) consists of 40 individuals diagnosed with cerebral palsy and seven individuals with mild mental disorders. The age requirement for EG is 14-19 years old. The formative experiment also involves 27 parents of children with MSDs. The measures taken during the experiment have contributed to developing the skills of conscious psychological separation from constant parental care, taking responsibility for their lives, setting real-life goals and destroying the position of helplessness in individuals with MSDs. The article shows that a set of causes and factors affecting families’ well-being positively or negatively determines the interpersonal relationships and the traditions of family education. The international relevance of the article lies in the effective combination of social support for families with adolescents with MSDs in rehabilitation centres and parents’ involvement. The author’s methodology forms the basis for the new aspects of synergistic family and institutional rehabilitation and support.

The issues of digitalization, digitalization of the society and educational environment arecovered. It is investigated that digitalization is aimed at ensuring the longlife learning process, as well asits individualization on the basis of advanced learning technologies. Digitization of education directlydepends on the level of mastery of educator’s digital awareness which is aimed at making educationalactivities up to date and more productive. The scheme of the digital education system is given. Themanagement of digitalization in the educational environment is carried out through digital marketing, aimedat organizing the interaction with teaching and support staff, research and teaching staff, graduates,students, applicants using a range of digital communication channels; monitoring changes in the formationof a positive image of the educational institution; stimulating the creation of new digital communities andinnovations; development of personalized marketing materials for target audiences. The factors influencingthe digital transformation of educational institutions are considered in the article. It is established that oneof the main elements of education digitalization is digital literacy, which is defined as a set of knowledgeand skills necessary for the safe and effective use of the digital technologies and Internet resources. Basedon the analysis of various sources, digital literacy is based on the digital competence of the educator and isdefined as the willingness and ability to use digital resources, computers, mobile devices and cloudtechnologies in the educational process, and to create and effectively use educational digital systemopportunities and all its components in the educational process. The fundamental difference between digitalliteracy and digital competence is the inclusion of a component of motivation and responsibility. The types of skills on which digital literacy and its components depend on are highlighted. The main components ofdigital competence of educators are listed. The levels of educator’s digital competence are considered andcharacterized at the following levels: basic, advanced and proficient.

The paper highlights the importance of monitoring students’ knowledge in the educational process organized on the basis of IT. The monitoring procedure in training enhances students’ knowledge. The results of this study show that the modernization of the monitoring in the educational process requires the use of modern computer equipment and means of communication. Electronic monitoring of students’ knowledge is the basis for obtaining an objective independent assessment of the level of students’ academic achievements (knowledge, intellectual and practical skills). The paper also presents the list of online services for creating broad-based tests, which include Google Forms, LEARNINGAPPS.ORG, PROPROFS, ClassMarker. Careful analysis of the learning forms allows us to present a way of organizing students’ training with the help of the Google platform, including the Google Classroom service (Learning Management System), which is essential for online learning and effective control of students’ knowledge of the subjects of their major. Unlike its predecessors, the Google Classroom as a separate learning management system allows teachers to use the integrated tools of the Google Apps package, such as Google Drive and Gmail. The main possibilities of using Google Classroom for the organization of Smart learning and monitoring of students’ knowledge are identified. The paper also presents detailed information on the possibilities for Google Classroom users (teachers, students, mentors, parents, administrators). The use of the Smart course, developed by means of the interactive services combined with the traditional methods of teaching information technologies, has made it possible to move the communication of students and teachers up to a new level – it is not limited only to a classroom. In the Google Classroom the educators can post tasks, send announcements, start discussions, and students can share materials, add comments on the course, communicate via e-mail. The information on the work done is constantly updated, which allows the educators to check the tasks quickly and monitor students’ knowledge. The article proves the effectiveness of using the Smart course on the basis of Google Classroom for the formation of information skills of students majoring in “Information and Software Processing Operator”.

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The article talks about the author's improvement of the training of skilled workers for professional activity and its effectiveness. The purpose of the research is a theoretical study of the problems of organizing the training of skilled workers and experimental verification, proposed by the authors of the organization within the framework of the experiment. The research methods are theoretical (analysis, synthesis, modeling, comparison, systematization, generalization) and empirical (a wide range of diagnostic techniques), as well as methods of mathematical statistics with testing the null hypothesis by the chi-squared test. New information and digital technologies based on the use of personal computers and multimedia tools were widely used during the training. Extracurricular work in general, general technical and special disciplines, which was carried out according to our methodology was systematic, its content was focused on the professions that are mastered by students of vocational education schools (VES). Percentages that reflect the number of correct answers at higher levels (III-IV) in the experimental groups exceed similar indicators for control groups with a reliability of 95-99.9%. Thus, the examination of the pedagogical capabilities of the proposed organization of training in VES confirmed that it provides high results of training of skilled workers in vocational education institutions. International significance of the article. The article proposes the author's effective (experimentally verified) organization of training for transitional education systems in developing countries. This system can become the basis for the development of national systems for organizing vocational education in post-totalitarian countries.