INTEGRATION OF DIGITAL TOOLS INTO THE DEVELOPMENT OF LEADERSHIP COMPETENCE OF FUTURE TEACHERS

The article examines the process of integrating digital tools into the formation of leadership competence of future teachers in the context of digital transformation of education. An analysis of modern EdTech solutions as a means of developing strategic thinking, ethical leadership and the ability to innovative interaction is carried out. Attention is focused on the importance of digital culture, critical thinking and intercultural communication in pedagogical leadership. Methodological principles and practical models of digital training of educational leaders are determined, consistent with global trends in the development of education and the competency approach. The article provides an interdisciplinary analysis of technologically enhanced global learning (TEGL) as an innovative approach to the formation of leadership competence of future teachers in a digital educational environment. The potential of digital tools (Zoom, Padlet, Miro, Google Workspace, LMS platforms, analytical panels, AI assistants) in promoting strategic thinking, ethical management, intercultural interaction and the development of professional leadership is revealed. It is shown that TEGL is not a set of technologies, but a pedagogical paradigm that combines global competence, digital inclusion and transformational thinking. The need for the introduction of digital tools in the training of a new generation of teachers who are able to act as agents of change in a complex, globalized environment is substantiated. A conceptual vision of leadership competence as an integrative process that includes cognitive, communicative, ethical, innovative and socio-cultural components is proposed. Effective communication, emotional intelligence and leadership through collaboration form the basis of positive educational interaction. Innovative activity, the use of EdTech and the ability to adapt ensure the implementation of change. Ethical management includes responsibility, transparency and digital ethics. Socio-cultural sensitivity guarantees intercultural communication in a globalized environment, where the teacher acts as an agent of sustainable development.