THE ISSUE OF DEVELOPING DIGITAL COMPETENCIES IN THE TRAINING OF FUTURE TEACHERS

Аннотация

In today's digital economy, modernizing the education system and training professionals with digital competencies is a crucial task. Digital education utilizes advanced technologies to establish a personalized learning process. Digital didactics focuses on developing teaching methods and technologies based on modern requirements.Furthermore, shaping teachers' digital competencies is a significant direction in the education system, integrating information and communication technologies and interactive teaching methods. The digital learning environment enhances students' independent thinking and information analysis skills. This process helps adapt to labor market demands and contributes to increasing the competitiveness ofthenational economy. Keywords:Digital economy, digital education, digital didactics, digital competence, education system, innovative technologies, information and communication technologies, interactive learning, independent learning, labor market, professional competencies, modern pedagogy. Nowadays, the economy increasingly demands highly competent specialists who possess professional mobility and can work in dynamic economic conditions. In the Decree of the President of the Republic of Uzbekistan No. PF-4947, "On the Strategy for Further Development of the Republic of Uzbekistan," improving the quality of training for modern specialists who meet the requirements of the labor market, employers, and the digital economy as a whole is identified as a key task. The education process is being directed toward digitalization, lifelong learning, and the use of advanced learning technologies such as big data, virtualization, virtual and augmented reality (VR, AR), and cloud computing in mobile technologies to ensure a personalized approach to learning. Effective use of digital technologies in education, involving students in independent research, selecting and processing information, and participating in project activities contribute tothedevelopment of21st-century skills,including digital competencies, in futurespecialists. The creation of a digital education process in educational institutions must be based on digital didactics, a new branch of pedagogy that focuses on organizing the teaching process in a digital learning environment. The subject of digital didactics is not merely the functioning of digital educational toolsbut rather human activity itself. Digital didactics can be considered a trans-integrative field of scientific knowledge, characterized by the transfer and integration of certain scientific ideas and approaches from one domain to another. In vocational education and training, the subject of digital didactics is "the entire teaching process as a system for organizing the learning process in a digital educational environment." This includes educational goals (aligned with the requirements of the digital economy and digital society), learning content and its structuring requirements, teaching methods (leveraging digital technologies), organizational forms, teaching technologies and methodologies (maximizing the didactic potential of digital technologies), teaching tools (including digital tools integrated into a unified intellectual system of networks and software- page763 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue03,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai hardware solutions), and the impact of digital education processes in vocational education and training onsocietal and economicdevelopment. Moreover, as scholars have pointed out, the strategy for working with the digital generation should be based on the understanding that "integrating them into the traditional educational process is practically impossible. Therefore, it is necessary to significantly transform the educational process according to the capabilities of the digital generation, leading to the creation ofanew digital learning process." The distinctive feature of designing a digital learning process is the implementation and use of digital technologies, many ofwhich possess thefollowingdidactic properties:  Freedom tosearch forvarious types ofinformation within theglobal network.  Personalization, offering unlimited possibilities for customization according to learners' needs and characteristics.  Interactivity, ensuring multi-subject engagement during collaborative learning activities.  Multimedia capabilities, activating different channels of information perception and comprehension inan integrated manner.  Hypertextuality, allowing free navigation within texts, the use of cross-references, and the informativenature ofdigital content.  Subcultural adaptation, aligning with the worldview and cognitive habits inherent to the digital generation. Furthermore, nowadays, digital education technologies (blended learning, mobile learning, distance learning technologies, electronic (online) learning, and