This article examines the pedagogical technologies used to develop the professional and creative competence of future music teachers in higher education. The relevance of the study is determined by current reforms in higher education, the transition to a competence-based educational model, and the growing need to prepare music teachers who are able to think creatively, use digital tools, design effective lessons, and solve pedagogical problems in innovative ways. The study is based on theoretical analysis, comparative-pedagogical interpretation, and systematization of scientific and methodological literature related to competence-based education, music pedagogy, creativity, digital learning, project-based learning, problem-based learning, reflective practice, and portfolio assessment. The article identifies the structural components of professional and creative competence: motivational-value, cognitive, activity-practical, communicative, digital, and reflective-evaluative components. The results show that the development of future music teachers’ creative competence requires the purposeful integration of project-based learning, problem-based learning, digital and multimedia technologies, integrative art-pedagogical approaches, collaborative creative tasks, reflective methods, and portfolio-based assessment. The article argues that these technologies increase students’ readiness for practical pedagogical activity, strengthen their creative thinking, improve their ability to design music lessons, and support their formation as competitive specialists in modern educational environments.
Technologies for Developing the Creative Competence of Music Teachers in Higher Education
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