ABSTRACT:

The integration of visual technologies in higher education has gained increasing attention as a means of enhancing student learning outcomes and professional competence. Scribing technology -encompassing manual and digital methods of visual information representation -offers promising potential for structuring knowledge and fostering key competencies in future educators. Objective: This study aimed to verify the effectiveness of pedagogical conditions, a structural model, and a methodology for developing the professional competence of undergraduate students in a Mathematics and Informatics teacher education program through the systematic integration of scribing technology within the course ‘Informatics and Digital Technologies’. Methods: A experimental was employed involving students from two higher educational institutions. An experimental group received instruction through the scribing-based methodology, while a control group followed the standard curriculum. Data collection instruments included questionnaires, pedagogical observation, analysis of student work products, content-specific tests, and self-assessment tasks. Levels of professional competence -encompassing digital, communicative, and creative components -were assessed at ascertaining and control stages using consistent diagnostic tools. Results: Following the formative intervention, students in the experimental group demonstrated positive dynamics across all three competence dimensions. Improvement was observed in digital literacy, communicative skills, and creative problem-solving compared with baseline measurements and the control group. Academic motivation and cognitive engagement also increased. Conclusions: The scribing-based methodology proves effective in developing multi-component professional competence among future educators. The findings support the purposeful incorporation of visual technologies in pedagogical higher education and provide a replicable framework for further implementation and research.

Keywords: Scribing Technology; Professional Competence; Digital Competency; Creative Competency; Communicative Competency; Pedagogical Experiment; Higher Education; Informatics and Digital Technologies.