DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE MATHEMATICS TEACHERS BY MEANS OF ADAPTIVE LEARNING IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION

Abstract

The article examines the theoretical and methodological foundations for developing the digital competence of prospective mathematics teachers through adaptive learning in the context of educational digitalization. It is argued that the digital transformation of educational environments necessitates renewal of curricular content, teaching methods, and organizational formats, as well as the integration of adaptive technologies that enable personalization of the educational process. Based on a review of scholarly sources, the article substantiates that adaptive learning, drawing on information and communication technologies, artificial intelligence, and learning analytics, is an effective means of fostering digital competence in future teachers. Adaptive learning is conceptualized as a system that dynamically adjusts learning content, pace, and level of difficulty in accordance with learners’ individual characteristics, thereby supporting the development of self-regulation, critical thinking, and digital literacy. The article demonstrates that engagement in an adaptive educational environment not only leads to more effective acquisition of mathematical knowledge but also cultivates an understanding of how digital educational systems operate and readiness to employ them in one’s own pedagogical practice. Three stages of implementing adaptive learning in the professional preparation of prospective mathematics teachers are distinguished: a foundational stage (building the basics of digital competence and user skills), a technological stage (mastering methods for designing adaptive educational resources), and a professional stage (integrating adaptive technologies into authentic teaching practice). The article describes instructional methods that contribute to digital competence development, including immersion in digital environments, project-based learning, modeling of professional situations, case studies, and blended and distance learning. Emphasis is placed on the didactic potential of adaptive learning for strengthening learner autonomy, motivation, reflection, and capacity for innovative activity. Key challenges to implementing adaptive learning in teacher education are identified, including insufficient digital preparedness of teacher educators, limited availability of Ukrainian-language adaptive software, the need to improve regulatory frameworks, and requirements for personal data protection. The article concludes that the effectiveness of adaptive learning depends on the presence of appropriate organizational and pedagogical conditions, sustained methodological support, a staged approach to building digital competence, and the integration of adaptive technologies across all components of professional preparation. Overall, adaptive learning is shown to have considerable potential for modernizing the education of prospective mathematics teachers, enabling individualized learning trajectories, and enhancing educational quality in the context of societal digital transformation.