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This study aims to substantiate and experimentally verify the effectiveness of integrating digital technologies and artificial intelligence (AI) into the professional training of future Human-Interaction Specialists in higher education. A quasi-experimental mixed-methods design with a pretest–posttest control group structure was conducted during 2022–2025. Participants were undergraduate and graduate students of socio-humanitarian and pedagogical specialties. Professional readiness was defined as a multidimensional construct including motivational, procedural, creative, and reflective-evaluative components. Data were collected through questionnaires, competence-based testing, creative tasks, observation, and reflective assessment. Pearson’s chi-square test (χ²; p < .05) was applied to determine statistical significance. At the baseline stage, most students demonstrated low readiness levels (motivational – 56%; procedural – 62%; creative – 38%). After implementing the digital pedagogical model in the Experimental Group, the proportion of students with high levels increased significantly: motivational (4%→29%), procedural (20%→47%), creative (10%→29%), and reflective-evaluative (28%→44%). Posttest χ² values exceeded the critical threshold (5.991), confirming statistically significant differences between groups. The findings demonstrate that a structured digital educational environment integrating AI-based tools significantly enhances professional readiness. The study empirically validates a multi-component model of readiness formation and supports the pedagogical effectiveness of AI integration in higher education.