Professional competence and digital literacy in pre-service art teachers

The study examines the effectiveness of digitally oriented pedagogical conditions for the formation of professional competence in future art teachers. The aim of this study is to evaluate the effectiveness of pedagogical conditions for the formation of professional competence in future art teachers through the integration of digital technologies. The research employed a mixed-methods quasi-experimental design involving 124 pre-service art teachers, divided into an experimental group (n = 60) and a control group (n = 64). Professional competence was assessed using motivational, cognitive, and creative–activity criteria through questionnaires, tests, self-assessment tools, interviews, and pedagogical observation. The experimental group was trained using a competency-based digital model, while the control group followed a traditional program. The findings confirm that the systematic integration of digital technologies within a competency-based framework leads to measurable improvements in the professional competence of future art teachers.