The article is devoted to the urgent problem of the formation of the design competence of future primary school teachers in the system of secondary vocational education (SPE). In the context of the modernization of education, the implementation of the federal project «Professionalism» and the transition to the updated Federal State Educational Standards, there is an objective need for a new type of teacher who is able not only to transmit knowledge, but also to design variable educational trajectories and flexibly respond to the challenges of the digital educational environment. However, as the analysis of practice shows, the traditional organization of industrial practice is predominantly observational and reproductive in nature, which creates a methodological gap between the theoretical development of innovative (in particular, design-modular) technologies and the lack of conditions for their testing in a real professional context. Design competence is considered by the author as an integrative quality of a teacher's personality, expressed in the ability to meaningfully design the educational process through the construction and dynamic reconfiguration of content-activity modules focused on achieving diagnostic results. The purpose of the study is the theoretical and methodological substantiation and experimental verification of the integrative model of psychological and pedagogical support, which transforms industrial practice into a resource for the formation of this competence. The methodological basis consists of competence-based, contextual and modular approaches, as well as the theory of pedagogical design. Experimental work (2021-2024, 174 students) confirmed the effectiveness of the developed model, which includes diagnostic and prognostic (monitoring and individual routes), content and technological (mentoring, design and modular tasks, professional tests), reflective and analytical (portfolio, video analysis, supervision) and correctional and developmental (trainings, internships) blocks. A positive trend was recorded: an increase in the high level of competence formation by 26.1% (to 38.4%) and a decrease in the low level by 39.5% (to 14.0%). The largest increase (+42%) was achieved in the indicator «the ability to contextually adapt technologies». The scientific novelty lies in the conceptual rethinking of the didactic potential of industrial practice and the substantiation of the principle of contextual implementation. The practical significance is related to the possibility of scaling the model to other pedagogical specialties and using the developed diagnostic tools. The research prospects include the adaptation of the model for the higher education system and the creation of digital resources to support design and modular activities.