PEDAGOGICAL CONDITIONS FOR DEVELOPING DIGITAL COMPETENCE IN PRE-SERVICE INFORMATICS TEACHERS

Abstract

The rapid expansion of digital environments, mobile applications, interactive platforms, and AI-based educational tools in the 21st century has created new pedagogical conditions for the development of digital competence among future informatics teachers. Digital competence is not limited to the use of technological tools; it encompasses acquiring, processing, and applying knowledge for pedagogical purposes, as well as creating and presenting educational content. The integration of technological, pedagogical, and content knowledge (TPACK) provides a theoretical foundation for designing effective learning experiences, while frameworks such as DigCompEdu and the SAMR model offer systematic approaches for assessing and enhancing teachers’ digital proficiency. This study emphasizes the role of mobile technology–based electronic resources, including LearningApps, Moodle Mobile, Google Classroom, Duolingo, and Khan Academy, in supporting TPACK integration, promoting personalized learning, and fostering analytical thinking and digital reflection. The findings highlight that professional development in digital competence is a multidimensional process involving technical, pedagogical, and reflective capacities, which are essential for achieving transformative learning outcomes in contemporary education.