Organizing learning processes within a digital context requires not only the development of ICT competencies but also the transformation of educational content and pedagogical methods.  In this regard, the purpose of this study is to identify the features of the formation of professional skills of future teachers in the context of digital education.

The research methodology incorporates a combination of system-based, activity-oriented, learner-centered, and competency-based approaches, integrated with principles of digital pedagogy. Empirical data were collected using surveys, observation, content analysis, and self-assessment methods. A total of 175 students from pedagogical institutions in three regions of Kazakhstan participated in the empirical phase. The study explored students' usage of digital tools, their professional orientation, levels of ICT competence, and intrinsic motivation for self-development.

The findings indicate that systematic use of digital educational tools contributes to the acquisition of essential teaching skills, including digital content creation, online communication, effective use of educational platforms, and application of distance learning methods. Moreover, the research revealed increased levels of self-reflection, intrinsic motivation for professional growth, and readiness for continuous learning.

The theoretical significance of the study lies in clarifying the mechanisms of professional skill formation within digitalized teacher education. Its practical value is reflected in the development of concrete recommendations for integrating digital competency modules into teacher education curricula, thereby enhancing the quality of primary teacher preparation and equipping them for the demands of a technology-rich educational environment.