Design of educational resources for developing mathematical modeling competence from the perspective of ensuring continuity between pre-university and university education

The paper analyzes and systematizes the known theoretical results in the field of developing mathematical modeling competence, clarifying its definition through cognitive, metacognitive, and attitudinal dimensions. The integration of mathematical modeling into the school curriculum in the Republic of Moldova is examined, and a logical-didactic analysis of mathematical content is carried out from the perspective of ensuring continuity between pre-university and university education, in the context of the implementation of ICT and the integration of artificial intelligence in the educational process. A modern methodology for developing mathematical modeling competence is proposed, focusing on the cultivation of modeling thinking, critical reflection, rigorous communication, and interdisciplinarity, grounded in the ascertainment of performance level indicators for the acquisition of this competence by high school students and prospective mathematics teachers.