Improving the Methodology for Developing the Information Competence of Future Primary Education Teachers Through Innovative Technologies

The digital transformation of primary education requires future teachers to possess not only basic technical skills but also a developed information competence that enables them to search for, evaluate, organize, create, communicate, and ethically use information in pedagogical situations. This article examines the improvement of the methodology for developing the information competence of future primary education teachers through innovative technologies. The purpose of the study is to substantiate a methodological model that integrates innovative digital tools with professionally oriented tasks, active learning, information and media literacy, formative assessment, reflection, and collaborative practice. The study is theoretical and modelling-oriented and uses analysis, synthesis, comparison, pedagogical modelling, and criteria-based interpretation of international digital competence frameworks. UNESCO emphasizes that teacher ICT competence should be integrated into professional practice and connected with inclusive education, critical and innovative thinking, collaboration, and problem solving. The European Commission’s DigCompEdu framework similarly places digital resources, teaching and learning, assessment, learner empowerment, and learners’ digital competence within a unified framework.