Abstract
The article examines the current problem of modernizing higher pedagogical education under conditions of global digital transformation. Attention is focused on updating approaches to training natural science teachers capable of integrating digital technologies into school practice. The relevance stems from a “double deficit”: changing cognitive and learning preferences of students alongside the insufficient methodological use of the existing digital infrastructure. The aim of the study is the theoretical justification, development, and approbation of a methodological model for training future chemistry teachers, oriented toward the formation of professional-digital competencies. The methodology is based on the competency approach and methods of pedagogical experiment; the study follows a mixed-methods design and comprised ascertaining, formative, and control stages. The model developed includes target, content, procedural-technological, and evaluative-resultative blocks, and is implemented through the special course “Digital Technologies in Teaching Chemistry” (5 credits) using ACD/ChemSketch, PhET, and Labster within a flipped classroom format with virtual pre-labs. The results of experimental approbation (n = 60; EG — 30, CG — 30) confirmed the effectiveness of hybrid learning: the mean score in the experimental group rose from 62.4 to 81.5 and in the control group from 63.1 to 68.2; statistically significant growth in professional-digital competencies was recorded in the experimental group (t = 7.59; p < 0.01; d = 1.96), with the largest gain in the activity criterion (+24%). The practical significance lies in the possibility of scaling the proposed special course and the bank of virtual laboratory works within the higher pedagogical education system.