Digital Technologies in the Formation of Communicative and Methodological Competence of Future Vocal Teachers: A Conceptual Framework for Higher Art Education

Abstract

Digital technologies are becoming embedded in higher music education, yet their pedagogical value in vocal teacher preparation depends on how they are integrated into professional competence rather than on technological novelty itself. This conceptual study develops a framework for the formation of communicative and methodological competence of future vocal teachers in digitally enriched higher art education. The study uses structured conceptual analysis of research on vocal pedagogy, digital and AI-supported music education, teacher digital competence, and human-centred AI guidance. It distinguishes communicative competence as a combination of cognitive, verbal, non-verbal, emotional-dialogic and digital interaction capacities, and methodological competence as a combination of theoretical, procedural, diagnostic, reflective, technological and ethical capacities. Recent evidence suggests that digital tools can support feedback, reflection, practice design and teacher technological-pedagogical knowledge, while not consistently outperforming conventional instruction in musical performance outcomes. On this basis, the article proposes a six-block conceptual model linking professional aims, pedagogical principles, competence content, digitally mediated practice, reflective assessment and governance conditions. The model treats AI literacy, data stewardship, equitable access, vocal health and preservation of teacher judgement as conditions of responsible digitalisation. The contribution lies in integrating communication, methodology and digital governance into one framework for pre-service vocal teacher education. The model is conceptual and requires empirical validation through competence rubrics, longitudinal observation and controlled comparison of digitally supported and conventional training practices.