Abstract
Currently, the influence of network communicative culture on future teachers in the context of lifelong learning is a relevant direction in educational practice. The article explores not only the impact of external factors but also the methodology of self-development for future educators within the framework of lifelong learning. The research aims to determine that the formation of a network communicative culture directly depends on the level of activity in the educational and cognitive activities of future teachers. The article also examines the possibility of forming and assessing informational needs, processing existing information resources, and creating new ones. For this purpose, a remote survey was conducted among more than 400 first- and second-year students of K. Zhubanov Aktobe Regional University and O. Zhanibekov South Kazakhstan Pedagogical University. The survey results showed that digital technologies facilitate access to up-to-date information about the latest trends and innovations in Lifelong learning. Additionally, as methodological support, instructions for organizing and conducting video conferences, as well as for project methods are provided to future teachers through online chatbots. Thus, network communicative culture has a significant impact on the development of professional skills of future teachers, contributes to the creation of an effective learning environment, and helps them keep up with modern trends.