Proceedings of International Conference on Applied Innovation in IT · 2026/07/22 · Vol. 14 · Issue 4 · pp. 1643–1649
Digital Education Technologies in the Development of Professional Competencies of Future Educators: A Framework for LMS-Integrated Learning Environments
The integration of Learning Management Systems (LMS) and e-learning platforms into teacher education represents a fundamental structural shift in how professional competencies are formed, documented, and systematically assessed over time. This paper examines the functional architecture of LMS-based instructional environments and their specific role in developing professional teaching competencies and research-oriented activity among pre-service educators at the higher education level. Drawing on recent and peer-reviewed literature in educational technology, digital pedagogy, and teacher preparation programs, the paper proposes a four-component conceptual framework-comprising task design, feedback infrastructure, portfolio integration, and learning analytics-as the central organizing logic for technology-supported competence formation in contemporary teacher training contexts. The analysis reveals that measurable competency gains are most consistent and sustainable when LMS environments are deliberately configured to support authentic task production, iterative and formative feedback cycles, and evidence-based self-reflection, rather than functioning merely as passive content delivery systems. Furthermore, the paper highlights how research-oriented dispositions among pre-service teachers can be meaningfully cultivated through structured digital inquiry tasks embedded within LMS workflows. The proposed framework offers concrete and scalable practical guidance for higher education institutions seeking to modernize teacher education curricula through purposefully designed and pedagogically coherent digital learning environments.
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