Abstract. Problem. Digitalization of the construction industry changes the content of professional actions of a con-struction technician. Working with an information model, digital documentation, and interrelated project data requires not only proficiency in software tools. The specialist faces changes in initial conditions, the need to revise a previously adopt-ed decision, and the assessment of the consequences of its correction. A pedagogical contradiction persists between train-ing to perform mastered operations and training for professional changes. Professional transformativity is understood as the ability of a future construction technician to restructure the mode of professional action when the conditions of a task change. Aim. To substantiate professional transformativity as a result of anticipatory training of future construction techni-cians and to reveal its connection with the change in the content of professional education during the digitalization of the construction industry. Methods. A theoretical analysis of 20 scientific publications from 2019–2026 was conducted, devoted to the digitalization of construction, BIM education, workforce training for Construction 4.0, the updating of pro-fessional competencies, and digital pedagogy. Comparative analysis, content grouping of scientific propositions, and peda-gogical modeling were applied. The requirements of digital construction practice were compared with educational outcomes presented in studies on professional training. Results. A shift in the industry's demand was established – from proficiency in a specific digital tool to the ability to work with a changing professional situation. An understanding of pro-fessional transformativity as an integrative outcome of training was substantiated, combining a meaningful attitude toward professional changes, understanding of connections between task elements, restructuring of the mode of action, reflection on the adopted decision, and independent choice of a professional position. It was shown that the anticipatory nature of training is connected not with studying the maximum possible number of digital programs, but with teaching the transfor-mation of a previously mastered mode of activity when task conditions change. Conclusions. Professional transformativity expands the outcome of training a construction technician beyond the reproduction of a fixed algorithm. Its development requires involving students in learning situations where the digital model becomes a means of analyzing changes, verifying a solution, and subsequently revising one's own actions.