THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DEVELOPING THE PROFESSIONAL-METHODOLOGICAL COMPETENCE OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS THROUGH THE INTEGRATION OF ARTIFICIAL INTELLIGENCE AND ADA

Abstract

The digital transformation of higher education necessitates the reconsideration of approaches to preparing prospective English language teachers. In this context, the integration of artificial intelligence (AI) and adaptive learning technologies represents a promising direction for developing professional-methodological competence, enabling future educators to design learner-centred instruction, differentiate educational content, analyse learning progress, and select appropriate pedagogical strategies. This article examines the theoretical and methodological foundations of competence development through the integration of AI-supported tools and adaptive learning environments. It synthesises competence-based, learner-centred, constructivist, and technology-enhanced learning approaches to establish a conceptual framework for teacher preparation. The proposed framework comprises five interrelated components: motivational and value-based, cognitive, technological, operational-methodological, and reflective-evaluative. Particular attention is given to the relationship between AI literacy, pedagogical decision-making, adaptive instructional design, and professional reflection. A phased methodological model is proposed, encompassing diagnostic assessment, personalised learning, AI-supported methodological practice, teaching simulation, and reflective evaluation. The article also addresses ethical considerations, including data privacy, algorithmic bias, academic integrity, and the importance of maintaining teacher autonomy. The findings provide a theoretical basis for designing university-level teacher education programmes that respond to the demands of digital transformation.