УДК 378.147:796.071.4:004
DOI: https://doi.org/10.59694/ped_sciences.2026.25.059
PROFESSIONAL TRAINING OF FUTURE PHYSICAL EDUCATION TEACHERS IN THE CONTEXT OF THE DIGITAL TRANSITION IN HIGHER EDUCATION
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BEVZIUK Maryna Serhiivna – PhD in Pedagogy, Associate Professor of the Department of Pedagogy, psychology, primary, preschool education and management of educational institutions, Ferenc Rákóczi II Transcarpathian Hungarian University.
ORCID iD: https://orcid.org/0000-0002-7093-9932
BILAN Valentyna Аndreevna – PhD in Pedagogy, Associate Professor of the Department of Pedagogy, psychology, primary, preschool education and management of educational institutions, Ferenc Rákóczi II Transcarpathian Hungarian University.
ORCID iD: https://orcid.org/0000-0002-6615-5211
CHYCHUK Antonina Petrivna – Doctor of Pedagogical Sciences, professor of the department of pedagogy, psychology, elementary, preschool education and management of educational institutions, Ferenc Rakoczi II Transcarpathian Hungarian University.
ORCID іD: https://orcid.org/0000-0002-9982-3634
Abstract:
This article examines the issue of professional training for future physical education teachers in the context of the digitalization of higher education. The relevance of this study stems from the need to modernize the content of professional training in line with current trends in the digital transformation of the educational landscape, to foster a high level of digital competence, and to prepare students to use innovative digital technologies and information and communication tools in their professional practice. Of particular importance is preparing future physical education teachers to effectively combine theoretical knowledge with practical activities, organize blended and distance learning, and use digital platforms, mobile applications, interactive services, electronic educational resources, and tools for digitally monitoring students’ physical development and motor activity. Particular attention is paid to the characteristics of modern forms and methods of professional training, including blended learning, distance learning technologies, interactive lectures, digital workshops, the case method, project-based learning, professional scenario simulations, and the use of video training, electronic portfolios, and virtual learning environments. It is argued that the use of digital technologies ensures the integration of the theoretical and practical components of professional training and promotes the development of digital literacy, professional mobility, critical thinking, and the capacity for self-directed learning and continuous professional development among future physical education teachers. The key pedagogical conditions for the effective professional training of future physical education teachers in the context of the digitalization of higher education have been identified, including: the integration of digital technologies into the content of professional disciplines; the use of a modern digital educational environment; the implementation of innovative teaching methods; the development of digital, professional, methodological, and health-promoting competencies; and the provision of practice-oriented training using digital teaching and assessment tools.
Keywords: training of future physical education teachers, computer science components, digital technologies, theoretical and practical training, professional competence, institution of higher education.
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