Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Given the ongoing digitalization in modern education worldwide, it is important to determine the features of the development of digital competence among future teachers. The research problem lies in the insufficient understanding of how innovative digital interventions affect the development of these competences in teacher education. The purpose of this study is to find out the impact of innovative (digital) intervention on the development of digital competence of future teachers. A mixed-method design was used, combining qualitative and quantitative approaches. A total of 186 students of pedagogical specializations participated in the study. Participants were divided into two groups: experimental (n = 93), who underwent an intervention program, and control (n = 93), who studied according to the traditional program. The primary data were collected using a digital competence questionnaire (28 items), performance tasks ("Micro-lesson" and "Mini-module in LMS"), LMS analytics, and semi-structured interviews. Moreover, descriptive statistics, paired t-tests, ANCOVA controlling for pre-test indicators, and effect size calculations were used for data analysis. The results confirmed that the experimental group recorded a significant increase in digital competences in all domains (Δ = +2.1–+3.6; p < 0.001; d = 0.63–0.88). In addition, the intervention was more effective among students with a lower initial level of competencies (F(1,182) = 8.47; p < 0.01), as well as among students in pedagogical and humanitarian specialties. The findings suggest that targeted digital interventions can substantially improve the development of digital competence in future teachers.
Authors: Zabiyeva Kamshat Kazbekovna, Zhiyembayev Zhomart Tumarbek, Seitova Sabyrkul, Kalzhanova Gulmira Kenesovna, Yesseikyzy Aiym
Institution: Zhetysu University named after Ilyas Zhansugurov
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4417483677