This article examines how technology can be systematically integrated into competence-based teacher education to develop the transversal competencies of future educators. The paper argues that transversal competencies - including critical thinking, communication, collaboration, adaptability, ethical digital practice and reflective self-regulation - should be treated not as supplementary soft skills, but as core professional outcomes of educator preparation. Using a conceptual-analytical approach, the article synthesizes competence-based pedagogy, digital learning environments and teacher professional development into an integrated model. The proposed model links learning outcomes, technology-enhanced practice, feedback mechanisms and portfolio-based assessment. The article also presents tables, visual models and conceptual charts that clarify the relationship between digital tools and pedagogical competencies. The findings show that virtual simulations, collaborative platforms, video reflection, adaptive learning and learning analytics can strengthen pre-service teachers’ readiness for complex classroom situations when they are embedded within a clear pedagogical design. The article concludes that technology does not replace teacher professionalism; rather, it becomes a mediating environment through which future educators practice, reflect, receive feedback and gradually construct professional competence.
Publication Date: 2025-12-12