Future Teachers’ Preparation for Educational Activities in the Context of Digital Learning: Practical State

The rapid digital transformation of education has created new challenges and opportunities for the preparation of future teachers, particularly in the domain of educational activities. This study investigates the practical state of preparing pre-service teachers for their educational roles in the context of digital learning. The research highlights theoretical foundations, analyzes the legal and institutional framework in Uzbekistan, and evaluates the extent to which teacher education institutions integrate digital technologies into the process of pedagogical training. Data were collected through surveys of teacher training institutions, focus group discussions with pedagogical students, and statistical analysis of educational performance indicators. The findings demonstrate that while significant progress has been made in digital infrastructure and methodological support, challenges remain in developing students’ pedagogical digital literacy, practical competence in applying educational technologies, and integration of digital platforms in real classroom management. The paper concludes with recommendations for improving training curricula, strengthening school–university collaboration, and advancing a holistic model of digital pedagogy.