Abstract: This article explores the reflective and educational aspects of digitally supported student pedagogical practice in the broader context of preparing future teachers in technology and entrepreneurship. It analyzes the role of pedagogical practice as a key component of professional training and highlights the significance of reflection for the development of pedagogical competence in a digitally transformed educational environment. The article presents a model based on an online platform that integrates functionalities for communication and digital reflection to support observation, practical engagement, and feedback processes throughout the teaching practicum. The focus is placed on enhancing interaction among students, academic mentors, and school-based teachers, as well as on opportunities for systematizing and deepening students’ reflective activity. Finally, the article formulates pedagogical guidelines for improving higher-education training in the context of ongoing digitalization. These guidelines aim to address existing pedagogical deficits and enhance the overall effectiveness of student learning.
