In the context of globalization and rapid digitalization, foreign language education increasingly relies on innovative technologies that transform methodological training. This article analyzes the integration of ICT, digital pedagogy, and hybrid didactic models in preparing prospective foreign language teachers. Drawing on the theoretical frameworks of Toffler, Vygotsky, Dewey, and Rogers, and recent empirical studies by Martínez-Soto & Prendes-Espinosa (2023), Baxtinova (2021), and Alimbetova et al. (2025), the paper identifies key strategies for optimizing methodological competence. Findings demonstrate that personalized learning trajectories, hybrid models, and digital collaboration environments substantially enhance reflective practice and professional growth.  

Methodological training, innovative technologies, hybrid learning

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