ANALYSIS OF FOREIGN EXPERIENCE AND MODERN REQUIREMENTS IN DEVELOPING THE PROFESSIONAL COMPETENCE OF PROSPECTIVE PRIMARY SCHOOL TEACHERS BASED ON SMART TECHNOLOGIES

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1453 ANALYSIS OF FOREIGN EXPERIENCE AND MODERN REQUIREMENTS IN DEVELOPING THE PROFESSIONAL COMPETENCE OF PROSPECTIVE PRIMARY SCHOOL TEACHERS BASED ON SMART TECHNOLOGIES Ferghana State University Lecturer of the Department of Preschool Education Qipchaqova Yorqinoy Hamidjonovna Annotation.This study examines foreign experiences and contemporary educational requirements in developing the professional competence of prospective primary school teachers through the integration of smart technologies. The research analyzes international best practices in teacher education, focusing on the use of digital platforms, artificial intelligence, adaptive learning systems, and smart educational environments. Particular attention is paid to how smart technologies contribute to the formation of pedagogical, digital, methodological, and reflective competencies required of modern primary school teachers. The study also identifies current global trends and competencybased standards in teacher training, highlighting the shift toward learner-centered, technologyenhanced, and practice-oriented models of professional development. Based on the analysis, key requirements for improving teacher education programs are outlined, emphasizing sustainability, adaptability, and alignment with the demands of the digital society. Keywords:smart technologies; teacher education; professional competence; primary school teachers; foreign experience; digital pedagogy; educational innovation; competency-based training Introduction In the context of rapid digital transformation and the growing influence of smart technologies on all spheres of society, teacher education systems worldwide are undergoing significant changes. The professional competence of prospective primary school teachers is no longer limited to subject knowledge and traditional pedagogical skills; it increasingly encompasses digital literacy, technological adaptability, innovative thinking, and the ability to design learner-centered educational environments. Primary education, as the foundation of lifelong learning, requires teachers who are capable of integrating smart technologies effectively to enhance teaching quality, student engagement, and learning outcomes. International experience demonstrates that the use of smart technologies—such as artificial intelligence–based learning platforms, digital assessment tools, virtual classrooms, and adaptive educational systems—plays a crucial role in modern teacher training programs. Leading educational systems emphasize competency-based approaches, continuous professional development, and the integration of theory with technology-supported practice. These approaches reflect contemporary global requirements, including alignment with digital education policies, sustainable development goals, and the demands of a knowledge-based society. Against this background, analyzing foreign experiences and modern requirements in developing the professional competence of prospective primary school teachers through smart technologies becomes a pressing academic and practical task. Such analysis enables the identification of effective models, strategies, and tools that can inform the modernization of teacher education programs and contribute to the preparation of highly qualified, technologically competent primary school teachers for the future. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1454 Methodology This study is based on a qualitative–analytical research design aimed at examining foreign experiences and contemporary requirements in developing the professional competence of prospective primary school teachers through smart technologies. The methodology combines comparative analysis, content analysis, and systematic review of international scientific literature, policy documents, and best practices in teacher education. The research process involved the analysis of foreign teacher training models implemented in developed educational systems, with particular attention to the integration of smart technologies such as digital learning platforms, artificial intelligence–supported tools, virtual learning environments, and adaptive instructional systems. Academic publications, international reports, and regulatory frameworks related to digital pedagogy and competency-based teacher education were used as primary sources of data. A comparative approach was applied to identify similarities and differences in how professional competence is conceptualized and developed across countries. This approach made it possible to determine key trends, effective strategies, and modern requirements relevant to the preparation of future primary school teachers. In addition, a conceptual analysis was conducted to systematize the core components of professional competence, including pedagogical, technological, methodological, and reflective dimensions. The findings were synthesized to formulate general conclusions and recommendations for improving teacher education programs through the purposeful use of smart technologies. This methodological framework ensures the validity of the research results and provides a solid basis for aligning national teacher training systems with global educational trends and future-oriented demands. Results The analysis of foreign experience demonstrates that the integration of smart technologies significantly enhances the development of professional competence among prospective primary school teachers. The findings reveal that teacher education systems in advanced educational contexts increasingly adopt competency-based and technology-supported models, where smart technologies function not as auxiliary tools but as integral components of the learning process. The results show that the use of digital platforms, artificial intelligence–based learning systems, virtual classrooms, and smart assessment tools contributes to the systematic formation of pedagogical, digital, and methodological competencies. Prospective teachers trained in such environments demonstrate higher levels of instructional flexibility, digital literacy, and readiness to implement innovative teaching strategies in primary classrooms. Furthermore, smart technologies facilitate reflective practice by enabling continuous feedback, self-assessment, and data-driven improvement of teaching skills. The study also identifies modern requirements for teacher education programs, including the alignment of curricula with international digital competence frameworks, the integration of practiceoriented smart learning environments, and the promotion of lifelong professional development. Foreign experience highlights the importance of preparing future primary school teachers who are adaptable, technologically competent, and capable of responding effectively to the evolving demands of digital education. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-12 1455 Overall, the findings confirm that the purposeful and systematic use of smart technologies plays a decisive role in improving the quality of teacher preparation and ensuring the professional readiness of prospective primary school teachers in accordance with contemporary global standards. Conclusion The study concludes that developing the professional competence of prospective primary school teachers through smart technologies is not a temporary educational trend but a strategic necessity shaped by global digital transformation. The analysis of foreign experience confirms that effective teacher education systems prioritize the integration of smart technologies within competency-based, practice-oriented, and learner-centered training models. Smart technologies create conditions for the holistic development of pedagogical, digital, methodological, and reflective competencies, enabling future teachers to adapt to rapidly changing educational environments. International practices demonstrate that when smart tools are systematically embedded into teacher education curricula, they enhance instructional quality, support continuous professional growth, and strengthen the alignment between theoretical knowledge and classroom practice. Based on the findings, it can be concluded that modern teacher education programs must be redesigned to meet contemporary requirements by incorporating smart learning environments, digital assessment systems, and innovative instructional strategies. Such an approach ensures the preparation of highly competent, flexible, and future-ready primary school teachers capable of meeting the demands of modern education systems and contributing to sustainable educational development. References: 1. Yorqinoy kipchakova the importance of artificial intelligence in developing professional knowledge of future educators жамият ва инновациялар – общество и инновации – society and innovations special issue – 11 (2024) / issn 2181-1415,45-50-b 2. 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