The success of digital transformation in vocational education largely depends on teachers’ digital competenceand is not limited solely to the availability of technological resources. Many vocational education institutions employ digitaltools without ensuring that teachers possess the pedagogical, technological, and methodological skills required for theireffective use. This article proposes a digital competence model for teachers specifically designed for vocational education.The study is based on a theoretical and methodological analysis of digital competence frameworks, pedagogicaltheories, and vocational education practice. The proposed model consists of four interrelated dimensions: technologicalcompetence, pedagogical competence, digital content design competence, and assessment and feedback competence.The results demonstrate that the developed competence model supports the meaningful integration of digital tools intovocational education and contributes to improving teaching quality. The article concludes that teachers’ digital competencerepresents a central element of digitalization in vocational education