Abstract
<jats:p>The article highlights the author's view on the essence of pedagogical conditions for the formation of graphic literacy of future teachers of vocational training and reflects on the work of researchers on the content of the category "pedagogical conditions". One of the priority tasks of modern vocational education is the formation of a complex of general and professional competencies in future teachers, based on a system of knowledge, practical skills, professionally significant qualities and the ability to innovate. An important place among them is occupied by graphic literacy, which ensures the development of spatial thinking, information visualization, the ability to analyze and create graphic objects, use digital means of graphic modeling and process technical documentation. Within the framework of the isolation of pedagogical conditions for the formation of graphic literacy of future teachers of vocational training, a number of postulates were adhered to, which are important for understanding this term and its most complete definition: conditions act as components of a holistic educational process; pedagogical conditions should reflect the entire set of possibilities of the educational environment of a higher education institution for obtaining qualitative changes in the state of formation of the studied literacy. Analysis of the meaning of the category "pedagogical conditions", the specifics of the future professional activity of vocational education teachers and taking into account the duality of qualification made it possible to establish that the list of pedagogical conditions for the formation of graphic literacy of future vocational education teachers should include the following factors that will be aimed at: forming a stable internal motivation of students to master graphic literacy as an important component of their professional competence; ensuring the effective implementation of interdisciplinary integration and active use of digital technologies in the process of professional training in order to develop graphic knowledge, spatial thinking and visualization skills; expanding the practice-oriented skills of education seekers in the application of computer graphics tools, 3D modeling and digital design in future professional activity; organization of independent creative and design activities of students through the implementation of individual graphic tasks using modern software.</jats:p>