Forming General Pedagogical Ict Competence of Future Teachers Based on the System-Activity Approach

The rapid digitalization of education has changed the requirements for the professional preparation of future teachers. Possession of separate technical skills is no longer sufficient: a prospective teacher needs to understand why, when, and how information and communication technologies (ICT) should be integrated into pedagogical activity. This article examines the formation of general pedagogical ICT competence of future teachers through the system-activity approach. The purpose of the study is to substantiate a pedagogical model in which ICT competence is developed as an integrated result of knowledge, practical activity, reflection, communication, and professional self-development. The study uses theoretical analysis, synthesis, comparison, modelling, and interpretation of international frameworks and pedagogical literature. The analytical results indicate that ICT competence is most productive when it is embedded in authentic professional tasks rather than taught as an isolated computer-skills course. The proposed model includes motivational-value, cognitive, operational-activity, communicative, and reflective components and organizes their development through a cycle of goal setting, planning, action, feedback, reflection, and correction.