MODERN DEMANDS FOR DEVELOPING PROFESSIONAL COMPETENCE OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS IN THE ERA OF DIGITAL EDUCATION

The article examines the goals, tools, and outcomes of digitalization in the education system, as well as methodological models of its implementation in the training of future English language teachers. The distinctions between “digitization” and “digitalization” are highlighted, and various modes of computer use in education are described (passive, reactive, active, interactive). Models of distance learning are analyzed (single-instructor, dual-instructor, blended, consortium-based, remote classrooms, validation, project-based solutions), along with the features of synchronous and asynchronous forms. Special attention is given to Massive Open Online Courses (MOOCs), mobile learning, criteria for selecting LMS, and the national practice of implementing information systems (Moodle, HEMIS). A set of recommendations is proposed to enhance the professional competence of future English language teachers in the digital educational environment.