MODELING THE PROCESS OF TRAINING FUTURE FOREIGN LANGUAGE TEACHERS USING INFORMATION AND COMMUNICATION TECHNOLOGIES: CONCEPTUAL APPROACHES AND PRACTICAL ASPECTS

Abstract

The professional training of future foreign language teachers in the context of the digital transformation of education is gaining particular significance, as it demands not only adaptation to new technologies but also a rethinking of pedagogical models under the conditions of martial law, decentralization, and regional technological inequality. In this context, information and communication technologies (ICTs) are not merely support tools but serve as essential structural components within the model for preparing a new generation of educators.

The aim of this article is to develop a conceptual and structural-functional model for the training of future foreign language teachers that deeply integrates ICTs as an organic part of the educational process. A distinctive feature of the proposed model is its adaptability to regional and crisis-specific conditions of education, which highlights the need for asynchronous learning, student autonomy, and digital mobility.

The research methodology is based on an interdisciplinary synthesis involving theoretical analysis of domestic and international studies, conceptual approaches (competence-based, acmeological, activity-based, and digitally-oriented), and empirical findings related to the digital training of teachers. The model consists of four structural components: value-motivational, content-based, technological-operational, and diagnostic-reflective. It is designed to be flexible, modular, and theoretically scalable, taking into account the challenges of regional educational environments.

The scientific novelty of this research lies in the proposal of a pedagogical model for the digital training of future foreign language teachers, in which ICTs play a central conceptual role and are integrated into the overall logic of professional education. The model also considers the constraints of wartime conditions, infrastructure instability, and the need to support students’ emotional resilience.

Conclusions. The proposed model can serve as both a theoretical and practical foundation for the revision of educational programs, the development of digital competencies among future teachers, and the overall enhancement of teacher education quality in light of current challenges. Future research should focus on pilot implementation, development of digital instructional content to support the model, and empirical evaluation of its effectiveness in blended and distance learning environments.