Abstract

The modern educational paradigm is characterized by the increasing integration of digital technologies into education; therefore, digital competence is considered one of the key professional competencies of future teachers, including mathematics teachers. In the state educational standards for the training of future mathematics teachers, digital competence is defined as the ability to acquire and apply new knowledge using information technologies to solve complex problems in professional and educational contexts.

Currently, university instructors work with students of Generation Z, whose values are still in the process of formation and whose socialization takes place in a digital environment. In the academic community, there are differing opinions regarding modern students: some emphasize the benefits of digital technologies in professional development, while others highlight their potential harm and addictive nature. Overall, Generation Z requires further research in both personal development and cognitive processes. The results of our survey of second-year students—future mathematics teachers—showed that digital technologies play a significant role in their lives. They prefer searching for information on the Internet and frequently use artificial intelligence in their studies. They consider practical classes conducted in interactive, group-based, and game-based formats, as well as discussion-based lectures, to be the most engaging and effective.

Practical experience of working with students shows that they value independence, individuality, and sincerity in communication; they are result-oriented and demonstrate productivity in cognitive activities. Nevertheless, they require continuous motivation, and their activities often depend on feedback from the audience. Taking into account these characteristics of “digital students,” tasks and algorithms for independent work in the methodology of teaching mathematics are formulated clearly and in detail. During classes, students presented the results of their independent work and received immediate assessment scores according to a cumulative grading system. In addition, considering that all students are capable of using various learning tools—such as educational videos, online platforms, mobile applications, and interactive tests—the course syllabus includes links to electronic learning resources.

Thus, digital technologies serve as an effective tool for motivating, engaging, and enabling self-expression among modern students, ultimately contributing to an increase in their cognitive activity.