Abstract
In the context of digital education, the article analyzes how future teachers are developing their media competence. The ability to examine the stages of prospective teachers’ media competence development and analyze that development in relation to digital education constitutes the analysis’s key components. According to the goal of this study, an analysis of the psychological and pedagogical literature on the topic under study was carried out, as well as an analysis of the motivational component, which includes the motives for contact with media texts, the contact component as the frequency of communication with the media, informational, creative, perceptual, evaluative and practical components. When conducting an empirical study, modified blocks of questions of the A.V. Fedorov methodology were used to identify the development of future teachers’ media competence. The topic’s relevance under study is also described. The definition of «media competence” is given and the analysis of foreign literature in this area is carried out. The developmental stages of perceptual, interpretive, and creative indicators were identified. It was noted how perceptual and interpretative indicators related to one another as a result of the mutual examination and evaluation of media resources. Future educators gain crucial abilities for future professionals in the development of media competency, including new media competence, virtual collaboration, transdisciplinarity, and design thinking. Keywords: media competence, media resources, intellectual technologies, future teachers, network educational module, university.