The article presents the theoretical foundations and structure of a model for developing information competence in future teachers based on the integration of artificial intelligence technologies in education. The relevance of the study is determined by the gap between the growing demands of the digital professional environment on teachers' information activities and the limited capacity of traditional approaches to teacher preparation in this area. The methodological basis comprises competence-based, systemic, and activity-based approaches; the conceptual foundation is provided by the typology of three paradigms of artificial intelligence in education. The modelling method served as the instrument for designing the information competence development system. The developed model comprises five interrelated components: a target component, defining the hierarchy of professionally oriented goals and objectives; a conceptual-methodological component, establishing the theoretical foundations and principles underpinning the model; a content component, structured through cognitive, operational, and axiological blocks; a procedural component, describing the stage-by-stage dynamics of competence development with corresponding forms, methods, and instructional tools; and an outcomes component, providing for the assessment of competence formation according to four criteria at three levels. A comparison of the developed model with the findings of current empirical studies confirmed its conceptual validity and revealed its distinctiveness from existing approaches in terms of the systemic integration of the axiological and reflective dimensions of information competence. The developed model may serve as a basis for designing educational programmes and professional training modules for teachers in the context of the digital transformation of education.