Pedagogical Essence, Structure And Components Of Foresight Competence

Abstract

This article provides a theoretical and methodological investigation of the pedagogical essence of foresight competence, which has become increasingly relevant in the context of high uncertainty in modern education, digital transformation, the rapid development of artificial intelligence technologies, and the dynamic renewal of professional activity. Foresight competence is interpreted not as a teacher’s ability to accurately predict the future, but as an integrative professional metacompetence that enables educators to identify signals of change, model alternative futures, formulate a preferred future, design strategies for achieving it, and reflexively adapt their professional activities to changing conditions