Abstract
This article presents the development and investigation of a structural–functional model aimed at enhancing the professional competencies of future physics teachers through the systematic use of Olympiad problems. The relevance of the study is determined by contemporary requirements for teacher education, emphasizing the development of analytical and research thinking, independent problem-solving skills, and the creative application of subject knowledge in educational practice. The research aims to theoretically substantiate and design a model for improving professional competencies based on Olympiad problem solving, which is considered an effective integrative tool combining subject knowledge, methodological training, and elements of research activity. The systematic use of Olympiad problems contributes to the development of logical reasoning, hypothesis formulation, physical process modeling, and evidence-based justification of results. The study employed analysis and synthesis of scientific and methodological literature, pedagogical observation, interviews, comparative analysis, and diagnostic assessment to determine competency levels and identify pedagogical conditions necessary for implementing the elective course “Scientific and Methodological Foundations of Solving Olympiad Problems in Physics”. The proposed model includes target, content, procedural, and result-evaluative components. The findings confirm the effectiveness and practical significance of the model for improving the professional training of future physics teachers in higher pedagogical education.