Keyword: «personalized learning»

The relevance of the problem under study is determined by the profound changes in the general education system caused by digital transformation. The current stage of societal development requires a revision of existing models of teacher training, as traditional digital literacy of teachers has ceased to meet the challenges of the times. The lack of systemic understanding of how exactly the teacher education system should be transformed makes this study timely and relevant. The aim of the article is to provide a theoretical justification and substantive disclosure of key areas for the development of new professional competences of preservice teachers in the context of the digitalization of education, as well as to analyze the changing role of the teacher in the modern educational ecosystem. The article is of a theoretical nature. The methodological basis of the study is formed by a systems activity-oriented approach, allowing us to consider teacher training as a holistic process of developing readiness for innovative activity, and a competence-based approach, ensuring the identification and structuring of key digital pedagogical competences. The study uses the method of theoretical analysis and synthesis of scientific literature on the issues of digitalization of education, as well as the method of systematization and classification of current empirical research data (for 2025-2026). This study explores the evolution of the "teacher digital competence" concept from a technical level to digital pedagogical competence, encompassing methodological, research, and creative components. Four priority areas for training preservice teachers are identified: mastering artificial intelligence technologies, working with big data to personalize learning, designing individual educational trajectories, and creating interactive educational content. The transformation of the professional role of the teacher is substantiated, now acting not so much as a transmitter of knowledge, but as a facilitator, architect of the digital educational environment and curator of the digital culture of students. The theoretical significance of this study lies in clarification and systematization of the conceptual and categorical framework related to digital teacher training, as well as in the development of a conceptual model for the transition from digital literacy to digital pedagogical competence. The practical significance lies in the fact that the research tenets and conclusions presented in the article can be used in the design and modernization of key professional educational programs in pedagogical training areas.

This paper explores the impact of artificial intelligence (AI) and new digital technologies on learning and cognition. It examines the key aspects of digital thinking, its formation, and development in the context of rapid digitalization. The paper analyzes how AI and modern technologies, such as adaptive learning, virtual and augmented reality, and big data, are changing traditional approaches to education by personalizing the learning process, providing access to unlimited amounts of information, and developing new cognitive skills. Both the potential benefits and challenges of integrating AI and new technologies into education are explored, including issues of digital inequality, ethics, data security, and the need to redefine the role of the educator in the new educational paradigm. Special attention is given to developing critical thinking, creativity, and lifelong learning skills in the digital age.