Аннотация
This research examines the linguodidactic potential of pre-service primary school educators, emphasizing their essential role in enhancing language proficiency, cultivating the knowledge and abilities to integrate digital tools into teaching, and refining pedagogical strategies through the use of such tools. The primary objectives of the study are to delineate the essence and structural components of the linguodidactic potential of pre-service primary school teachers and to assess its dimensions via the application of digital tools. The investigation employed an experimental training, with the Experimental Group (EG) utilizing digital tools such as Kahoot!, Quizlet, Duolingo, Flipgrid, and Rosetta Stone, while the Control Group (CG) followed conventional teaching methods. Post-test data indicated substantial improvements in all three dimensions for the EG, particularly in language proficiency, the integration of digital tools, and pedagogical strategies, in contrast to the more modest advancements observed in the CG. These findings underscore the significant impact of digital tools in cultivating key professional competences of future educators, stressing the importance of their inclusion in teacher training curricula. The study also highlights the increasing importance of digital literacy in education and calls for further exploration of the long-term effects and challenges associated with the integration of digital tools in teacher education on a wider scale.