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| 1 | The innovative format of pedagogical cooperation as a current trend in distance education – the use of massive open online courses is proposed. Considers different interpretations in scientific literature of massive open online courses as a sociocultural phenomenon, technologies and tools of distance learning, the new educational format of teacher interaction, online training, method of organization of independent work of students. Described the advantages and disadvantages of the inclusion of massive open online courses into the education system. Identified the principles of continuity, individualization of learning, integrity and interactivity of the presentation of educational material, participation, openness, distributed educational material, multimedia representations of educational information about the use of massive open online courses. Fleshed out the structure and the content of the massive open online courses, the requirements for theoretical content and practical activities, forms of control of course. Identified priority areas for the use of massive open online courses in teaching practice in the conditions of Informatization of education, such as expanding educational opportunities, continuity of education, ensuring the accessibility and quality of educational programmes, attraction of talented youth. As a result, the experience of developing a pedagogical scenario for a mass open online course for teaching post-graduate students in research activities is presented. Keywords: massive open online courses, research activity, research competence, distance education, teacher | 1939 | ||||
| 2 | In the context of the large-scale digital transformation of teacher education, there is a need to rethink and develop a new paradigm for teacher training based on the integration of ecosystem and praxeological approaches. This integration provides a comprehensive, systemic vision of mechanisms for enhancing the professional competence of future teachers and adapting their educational activities to modern requirements. The methodological basis of the study is a comprehensive theoretical analysis of key pedagogical concepts, as well as a SWOT analysis of the factors determining the successful development of teacher education in a digital context. This approach allows us to identify internal and external resources, barriers, and opportunities that influence the effectiveness of teacher training. The study results demonstrate that the ecosystem approach interprets the educational environment as a dynamic, open sociopedagogical system uniting diverse actors and resources. The praxeological approach enhances the functional viability of pedagogical activity by developing teachers’ skills in systemic analysis, precise planning, rational resource allocation, monitoring, and reflective self-assessment, taking into account their developed digital competence. The research’s scientific novelty lies in the development of methodological strategies for the comprehensive integration of ecosystem and praxeological approaches, which constitutes the conceptual foundation of a new paradigm for teacher training in the digital age. Its theoretical significance lies in expanding the methodological foundations of modern pedagogy, taking into account current sociocultural and technological challenges. Its practical significance lies in the development of specific recommendations aimed at enhancing teachers’ professional positions in educational ecosystems and developing competencies that ensure high-quality teaching in the digital environment. Keywords: digital education, teacher training, ecosystem approach, praxeological approach, digital competence, reflective practice, educational digital transformation, digital educational ecosystem | 155 | ||||