Abstract
Ubiquitous digitalization is one of the key global trends shaping the transformation of modern pedagogical reality. The digital educational environment is fundamentally changing the content, forms, and methods of teaching, leading to a rethinking of the professional role of teachers and increased demands on their metacompetence profile. The relevance of this study stems from the need to prepare teachers capable of functioning effectively in a highly technological environment, characterized by uncertainty and continuous change. The purpose of this article is to analyze the impact of the digital educational environment on the development of future teachers' metacompetence and to identify the pedagogical conditions that facilitate its development. The methodological framework is based on the principles of competency-based and activity-based approaches, as well as an analysis of modern digital educational practices. The study utilizes theoretical analysis, a comparative pedagogical review, questionnaires, and elements of pedagogical modeling. The findings demonstrate that the digital educational environment facilitates the development of key components of metacompetence: reflexivity, critical thinking, digital agility, self-organization, and metacognition. Pedagogical conditions that enhance this process were identified: the integration of digital tools into educational trajectories, the creation of self-education situations, project-based activities, digital collaboration, and continuous feedback. The practical significance of the study lies in the possibility of using the proposed model for developing metacompetence in the design of educational programs, modules, and digital educational environments at universities.