Abstract
The study evaluated the effectiveness of developing professional and creative competence of students enrolled in the 6B01505 Biology, 6B01508 Chemistry-Biology teacher training programs through a digital educational ecosystem. A pedagogical experiment was conducted across diagnostic, formative, and control stages with the participation of 127 students. The instructional model incorporated virtual laboratories, 3D anatomical visualization, AR/VR simulations, digital biosimulations, analytical AI modules, and interactive design platforms. A mixed-method assessment approach wasemployed, integrating standardized tests, self-assessment questionnaires, observation checklists, and semi-structured interviews. Data analysis using SPSS Statistics 27 confirmed a statistically significant increase in competence indicators at p < 0.01. The motivational-value component improved from 2.84 to 4.19, cognitive-intellectual from 2.91 to 4.37, operational-technological from 2.76 to 4.45, and reflexive-evaluative from 2.63 to 4.22. Growth rates ranged from 47.5% to 61.2%, demonstrating substantial progress across all developmental dimensions. Qualitative findings indicated enhanced research initiative, analytical reasoning, and digital literacy among participants. The results support the transition to a modular educational structure, integration of digital research projects, and adoption of competence-oriented assessment strategies. The practical value of the study lies in strengthening professional identity formation of future teachers through reflective practices and competence monitoring tools.