Abstract
<jats:p>The article provides a comprehensive analysis of the directions of modernization of the teacher training system in Ukraine, which is due to the simultaneous impact of the New Ukrainian School reform, the approval of a new professional standard for a teacher (August 2024) and global processes of digitalization of the education sector. The purpose of the study is to systematize regulatory requirements, analyze existing digital tools for pedagogical activity, and substantiate practical recommendations for integrating digital competencies into the content of teacher training in accordance with the European DigCompEdu Framework. The study uses a set of scientific approaches: comparative analysis of pedagogical systems, streamlining of legislative and regulatory acts, synthesis of practical experience of Ukraine and other countries, as well as qualitative processing of academic sources and state statistical materials for the period from 2023 to 2026. The study showed that the updated professional standard of a teacher establishes the mastery of digital technologies as an integral part of professional qualifications, however, the actual content of educational programs of the vast majority of pedagogical education institutions significantly lags behind the declared norms - the share of technologically oriented disciplines remains extremely insignificant. A review of the didactic potential of the Google Workspace for Education, Microsoft 365 Education, Moodle environments, as well as generative systems based on artificial intelligence in the context of their application in the professional work of a teacher was carried out. A model with four consecutive levels of continuous implementation of technological skills in the process of professional training of future teachers was developed; this model is consistent with the level structure of DigCompEdu and provides for a gradual increase in complexity - from elementary skills in working with digital resources to independent construction of electronic educational ecosystems. The originality of the work is determined by the fact that for the first time a comprehensive comparison of the requirements of the updated professional standard of a teacher, the European framework DigCompEdu and the key provisions of the reform of the New Ukrainian School was carried out in order to outline the priority areas for updating the content of pedagogical education. The practical significance of the results is determined by the possibility of using the recommendations, comparative tables and models by developers of educational programs, administrations of pedagogical universities and institutes of postgraduate pedagogical education.</jats:p>