Information-analytical competence has become a core requirement in modern teacher education, where the ability to locate, interpret, and critically evaluate information directly influences professional performance and decision-making. This article develops a comprehensive theoretical foundation for evaluating this competence by systematizing its key components, indicators, and criteria. Drawing on established conceptual models of information processing, critical reasoning, and analytical judgment, the paper outlines a structured framework that integrates cognitive, analytical, and operational dimensions. Special attention is given to defining clear indicators for information retrieval, source evaluation, analytical interpretation, and evidence-based decision-making. The article also proposes theoretically grounded diagnostic approaches-including analytic rubrics, criteria-based matrices, and structured assessment descriptors-that make it possible to evaluate information-analytical competence in a consistent and pedagogically meaningful manner. By synthesizing national pedagogical perspectives with international frameworks on information and media literacy, the paper offers a coherent model that enhances the conceptual clarity and practical applicability of competence evaluation in teacher training programs. The proposed framework contributes to the broader discourse on developing information-literate, analytically capable educators in an increasingly complex digital environment.

Information-analytical competence, evaluation indicators, criteria, diagnostic model

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