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Abstract
The article examines current trends in the formation of digital competence among future teachers in the context of the digital transformation of education. The concept of digital competence is analyzed based on international and national standards, particularly DigCompEdu and the Standard of Pedagogical Education of Ukraine. Special attention is given to key components of digital competence, including the use of digital resources, interactive learning, assessment of student achievements in a digital environment, and the development of students' digital literacy. The study highlights the role of digital technologies in teacher training, focusing on the use of online courses (Coursera, EdX, Prometheus, Moodle), distance learning platforms, and adaptive learning systems. The integration of augmented and virtual reality into the learning process, the impact of artificial intelligence on personalized education, as well as the effectiveness of gamification and interactive methods in teacher preparation, are analyzed in detail. Key challenges in implementing digital technologies in higher pedagogical education are identified, including insufficient teacher training in digital tools, the absence of a unified methodology for assessing students' digital competence, technical and organizational barriers to the adoption of innovative technologies, and the psychological aspects of student adaptation to digital learning. The article outlines the prospects for the development of digital competence among future educators, emphasizing the importance of collaboration between universities, technology companies, and EdTech platforms. The study also explores the adaptation of international best practices, the development of innovative educational methodologies, and the projected growth of digital pedagogy. It is anticipated that the role of digital tools in the learning process will continue to expand, leading to the widespread adoption of innovative technologies to enhance education quality.
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