Abstract
This study investigates the methodological features of integrating gamification elements into the professional preparation of future Informatics teachers in higher education and digital learning settings. The research is grounded in a quasi-experimental mixed-method design that incorporates comparative and observational procedures. Analysis of both quantitative and qualitative data reveals that the use of gamification contributes to a notable increase in students’ academic motivation, their level of engagement in the learning process, and the formation of methodological as well as digital competencies. Particular attention is given to the incorporation of gamification into the structure of academic courses and to the active role of the instructor as a facilitator of learning activities. At the same time, the study draws attention to possible challenges and constraints connected with students’ attitudes toward gamified approaches and indicates directions for further research and pedagogical innovation. The outcomes may be applied in the development of contemporary teacher education programs that strengthen digital pedagogical culture and foster professional competencies in prospective educators.