Proceedings of the International scientific and practical conference ―Synergy of Modern Science and Education‖ (June 12-14, 2026) / Publisher website: www.naukainfo.com. – New York, USA, 2026. - 145 p.

80 educational training, as it allows freeing the educator from routine in favor of creativity and live communication with students. Higher education institutions must transform their methodology. Instead of a lecture-heavy workload, it is advisable to implement the "flipped classroom" format, where students independently study theory through digital resources and use classroom time to solve practical cases. The development of Soft Skills, particularly time management in the digital environment, is also vital. Under conditions of constant network access, there is a risk of attention scattering. Teaching future teachers to focus on the essential, avoid "information overload," and adhere to digital etiquette is one of the key tasks of modern higher education. Despite all the advantages, digitalization creates certain barriers. Digital addiction and burnout – constant online presence blurs the boundaries between work and personal time. Simultaneously, it leads to the fact that rapid consumption of short content can weaken deep analysis skills. Preparation should include the development of psychological resilience and a culture of "digital hygiene" so that self-education is productive and does not harm mental health. Thus, preparing future educators for professional self-education in the context of digitalization is a multifaceted process of forming a "new type" of personality. This is a teacher who not only masters digital tools but also has an internal drive for the constant renewal of their professional arsenal. Digitalization provides unprecedented opportunities for this, turning the world into a single educational classroom. The success of this process depends on the synergy of technological progress and the value orientations of the future specialist, aimed at constant self-improvement for the development of future generations. REFERENCES: 1. Bykov, V. Yu. (2020). Digital transformation of society and the development of the computer- technological base of education. Information Technologies and Learning Tools, 75(1), 1–17. 2. Gurzhii, A. M., & Kocharian, A. B. (2019). Digital competence of a modern teacher: status and prospects. Bulletin of Zhytomyr Ivan Franko State University. Pedagogical Sciences, 2(97), 5–14. 3. Kukharenko, V. M., & Bondarenko, V. V. (2020). Emergency distance learning in Ukraine: a monograph. Kharkiv: "Miska drukarnia" Publishing House. 4. Morze, N. V., & Buinytska, O. P. (2019). Description of the digital competence of a teacher. Open educational e-environment of a modern university, 1–15. 5. UNESCO. (2018). ICT Competency Framework for Teachers. Version 3. Paris: UNESCO.