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| 1 | The dynamic development and use of information technologies in society, the organization of the information space creates favorable conditions and potential opportunities for every person to receive, process, save and use information to the extent necessary for self-development, self-education and self-improvement. At the same time, the large flow of information falling on each representative of the information society forces a change in attitude towards information in general, and towards information as a source of knowledge in particular. Consequently, in the information society, the professional training of university students acquires a new quality. Its content, forms of organization of the educational process and teaching methods are undergoing transformation. The intensive development of the digital economy is changing the requirements for personnel training, placing emphasis on developing flexible (supra-professional) skills. As a result, there is a need to talk about a knowledge transfer system that is able to quickly capture changes in the surrounding reality, maneuver in the given conditions, analyze large volumes of data, identify general trends, and meet the requirements of a changing economic environment. The article makes an attempt to respond to the challenges of the modern information society in the context of its digital transformation, by developing the author’s pedagogical technology for forming the readiness of university students for professional activities, taking into account user requests for their educational information needs. It is designed for students whose curricula include the discipline “Psychology and Pedagogy”. The content of pedagogical technology is concentrated on performing tasks focused on universal and generalized knowledge as the scientific basis for solving practical issues of “general professional” training of university students. The dominant condition for its implementation is media and educational communication. Pedagogical technology has a full-fledged structure, including target, methodological, organizational, material and technical, content-activity, and performance-evaluative components. In the course of the study, the criteria and levels of readiness of university students for professional activities were determined. Thus, this paper presents the result of a theoretical study using methods of concretization, study and generalization of pedagogical and managerial experience at a university. Keywords: pedagogical technology, student readiness, professional activity, media-oriented educational paradigm, media-educational communication | 175 | ||||