Integration of systemic, competency-based, and contextual approaches in preparing future mathematics and computer science teachers for work in a digital environment

The subject of the research is an integrative model for preparing future mathematics and computer science teachers to work in a digital educational environment, based on the specified approaches and implemented in the course "Digital Competences." The object of the research is the professional training of future mathematics and computer science teachers in the context of the digital transformation of education. The article addresses the problem of preparing future mathematics and computer science teachers for professional activities in the school’s digital educational environment. It is shown that existing programs for developing digital competencies are fragmented and do not ensure the integrity of teachers' readiness to use digital technologies and artificial intelligence. Particular attention is paid to the development, theoretical justification, and practical testing of an interactive model for preparing future teachers based on systemic, competency-based, and contextual approaches, implemented in the format of the course "Digital Technologies." The methodological foundation consists of the integration of three approaches; methods used included theoretical analysis of literature and educational programs, surveying 64 undergraduates in the field of "Pedagogical Education" with two training profiles: "Mathematics" and "Computer Science" from Cherepovets State University, and developing and experimentally testing the course. The main findings of the conducted research include a theoretical and empirical analysis demonstrating that the fragmented application of systemic, competency-based, and contextual approaches does not ensure the overall readiness of future teachers to work in a digital educational environment. The developed and implemented course "Digital Competences" demonstrates the possibility of overcoming this fragmentation through their integration within a single training model. The results of the pedagogical experiment indicate positive dynamics in all components of digital competence, the formation of students’ systemic vision of the digital educational environment, and their mastery of practice-oriented ways to use digital tools and artificial intelligence in professional activities. It is demonstrated that the proposed model can be adapted for other profiles of pedagogical education and used in professional development programs for current teachers.