THE DEVELOPMENT OF DIGITAL COMPETENCE IN PRE-SERVICE LANGUAGE TEACHERS: INTEGRATING MOBILE AND DIGITAL APPLICATIONS INTO PEDAGOGICAL PRACTICE

This article analyzes the development of digital competence in pre-service language teachers and the integration of mobile and digital applications into pedagogical practice. Digital competence is now a core dimension of teacher professionalism because language classrooms increasingly depend on mobile devices, online platforms, digital resources, learning management systems, multimedia interaction, and responsible participation in networked environments. The article examines conceptual frameworks such as TPACK, DigCompEdu, mobile-assisted language learning, and reflective teacher education. It also discusses how pre-service teachers learn to select applications, design language tasks, manage digital classrooms, assess learners through technology, and reflect critically on ethical and inclusive use. The article argues that digital competence is not merely technical ability; it is a situated professional capacity that combines pedagogical judgment, content knowledge, digital literacy, learner awareness, assessment design, and reflective practice. The findings indicate that effective teacher education programs should integrate digital tools across methodology courses, practicum experiences, microteaching, peer collaboration, and action-oriented assignments rather than treating technology as a separate subject.