Developing the Information Competence of Pre-Service Foreign Language Teachers Based on a Learner-Centered Approach

The relevance of this study is driven by the rapid advancement of information technologies in contemporary education and the increasing demands placed on future foreign language teachers. The main aim of this article is to establish the theoretical and methodological basis for developing information competence in future foreign language teachers through a person-centered approach and to apply it in higher education practice.
To achieve this aim, the study addresses several tasks: analyzing the concept of information competence, its structural components, and its role in the professional activity of foreign language teachers; exploring the potential of person-centered principles in developing this competence; designing a methodological model for its formation; and testing the effectiveness of the proposed model through experimental research.
The study theoretically examines key principles of person-centered education, including individualization, a differentiated approach, and metacognitive development. It also highlights their significance in enhancing information literacy, critical thinking, and independent learning strategies during the formation of information competence. A structured content model was developed, consisting of key stages: identifying information needs, searching for information, critically evaluating sources, processing data, and presenting results. This model was integrated step by step into curriculum design, classroom instruction, and project-based learning within a person-centered framework. Based on AASL and SCONUL information literacy standards, the study demonstrates that this approach forms a coherent methodological system that supports both personal development and metacognitive abilities.
To implement the research objectives, three philological higher education institutions from different regions of the republic were selected, and participants were involved in the study. Pre- and post-experiment results were collected and analyzed using mathematical and statistical methods. The findings confirmed that the personcentered approach is an effective means of developing information competence in future foreign language teachers and contributes to improving the quality of professional training in higher education institutions.