THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF DEVELOPING PRE-SERVICE TEACHERS' DIGITAL COMPETENCE

The article examines the theoretical and methodological foundations of developing pre-service teachers’ digital competence. The concept of “digital competence” is analysed on the basis of international frameworks (DigComp, DigCompEdu, UNESCO ICT CFT), the TPACK model, and doctoral dissertations by scholars from Uzbekistan and the CIS. Systems, competence-based, activity-based, student-centred, and integrative approaches are substantiated as methodological foundations. The study proposes a four-component structure of pre-service teachers’ digital competence (motivational-value, cognitive, activity-technological, and reflective-evaluative), the pedagogical conditions for its development, a four-block methodological model with implementation stages, and assessment criteria and levels.