INTEGRATION OF CHALLENGE-BASED LEARNING INTO THE COURSE «DIGITAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS»

The article addresses the problem of developing digital competence among students of teacher education programs in the context of the digital transformation of the educational sphere and substantiates the relevance of implementing Challenge-Based Learning (CBL). Contemporary approaches to the digitalization of educational activities and the formation of teachers’ digital competence are analysed. It is emphasized that the rapid development of information and communication technologies requires anticipatory training of pre-service teachers, which involves continuous updating of educational content and the testing of innovative pedagogical technologies. The authors propose the use of CBL as a promising model for fostering digital competence in pre-service teachers. The article outlines the historical development of CBL and highlights its key components, including engagement with open and authentic problems, interdisciplinarity, the application of design thinking, and the integration of curricular and extracurricular activities. The paper presents practical experience in implementing CBL within the course «Digital Technologies in the Educational Process» for master’s students at Bohdan Khmelnytsky National University of Cherkasy. The course content is structured according to the TPACK model, which ensures a balanced integration of technological, pedagogical, and subject-specific knowledge. Examples of student projects are provided, such as «AI in Education and Research: The Challenge of Responsibility», which are carried out through the stages of Engage, Investigate, and Act. The findings demonstrate that CBL promotes deep immersion of students into real challenges of educational digitalization, enhances their motivation, develops research skills, and strengthens their ability to work collaboratively. In conclusion, the integration of CBL into the digital training of pre-service teachers enables a transition from a modular to an integrative model of learning, supports personalization of the educational process, fosters self-directed learning skills, and prepares students to meet the challenges of professional activity in the digital era.