Introduction. The scale of modernisation in secondary vocational education drives pedagogical science to seek optimal, practice-oriented models for integrating education and production. Together with their resources, they ensure an increase in the quality of professional training of qualified workers who are capable of effectively performing labour functions and are ready to arrange independent inclusion in production processes and effectively solve problems that arise. Combining these resources is feasible within an integrated educational-production environment of the college.
Aim. To justify and develop a structural-functional model of interaction between the college and social partners within an integrated educational-production environment.
Methods. Methods used include pedagogical modeling, studying innovative pedagogical practices, and analysing reference, encyclopedic, regulatory, and scientific literature related to the research topic.
Result. The concept of “integrated educational and production environment of a college” is specified. The social partners of the college were identified, whose resources form the basis of the integrated educational and production environment.
The scientific novelty lies in the development of a structural-functional model of interaction between the college and social partners within an integrated educational-production environment, highlighting the functional aspects of such interactions.
Practical significance. The study’s findings can serve as a guide for secondary vocational education institutions (colleges, technical schools) in identifying social partners and establishing mutually beneficial collaborations for training in-demand workers.