This article analyzes the theoretical and methodological foundations and practice-oriented strategies for developing the professional competence of future teachers in the context of the transformation of educational systems and the challenges of the digital age. Based on a systematic review of 156 empirical studies (2018–2025) published in Scopus, Web of Science, and the Russian Science Citation Index (RSCI), as well as the results of our own longitudinal study involving 842 students from pedagogical universities in Russia, Kazakhstan, and Belarus, we identified key deficiencies in traditional models of teacher training: a gap between theoretical training and the practical requirements of the educational environment, insufficient development of reflective-analytical skills, and fragmented integration of digital and ethical competencies. A structural and functional model of teacher professional competence is developed, including four interrelated components: cognitive-methodological (proficiency in modern pedagogical technologies and differentiated learning methods), communicative-interactive (ability to build dialogic relationships with students, colleagues, and parents in a diverse environment), reflective-evaluative (readiness for ongoing self-assessment, professional adjustment, and continuous development), and value-semantic (commitment to pedagogical values and ethical responsibility for student development).
professional training; reflective practice; mentoring; teaching; professional identity; immersive learning technologies
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