The Influence of Teacher Trainers' Attitudes Towards Digitalization on Their Digital Practices

Relevance of the research. The relevance of our research is determined by the rapid changes in the educational environment under the influence of the digitalization process. The requirements for modern primary school teachers are changing the forms and methods of professional training for future educators. In today's world, a teacher's digital competence is becoming a basic requirement for ensuring a high-quality educational process. Therefore, traditional methods of training future primary school teachers are losing their effectiveness, which requires higher education institutions to promptly search for and implement innovative forms of interaction. The need to integrate various types of digital educational technologies (DET) into the professional training of future primary school teachers is one of the priority tasks of modern pedagogical science. Problem statement. The problem of training future primary school teachers lies in the existing contradiction between the rapid development of digital educational technologies (including AI tools) and their insufficient integration into the educational process of higher education institutions. Most higher education students use technical devices (laptops, smartphones, tablets, etc.) to automate routine tasks rather than for creative use in the learning environment. Therefore, there is an acute problem in integrating the most appropriate groups of digital educational technologies into the professional training of future primary school teachers to ensure the transition from passive consumption of content to the creation of an active and innovative educational space. Analysis of recent and publications. Research that examines the theoretical, methodological, and practical aspects of the use of digital educational technologies in the professional training of future teachers is scientifically significant: the transformation of innovative technologies based on the principles of digital didactics (O. Sagan, V. Lazaruk); the design of digital educational resources using digital technologies (V. Grynyko, O. Pometun, O. Spirin); the peculiarities of developing digital literacy in future teachers (M. Borysonok, O. Tsyunyak, et al.) and the digital competence of students (R. Genseriuk, O. Spivakovsky, et al.). An important aspect of researching the integration of digital educational technologies into the professional training of future primary school teachers is the study of the regulatory and legal framework (regulations, orders, etc.). Research task. The aim of the study is to determine the level of activity in the use of digital educational technologies by future primary school teachers during their training, which is achieved through empirical analysis of the results of an online survey. Main material presentation. The article outlines the need to introduce digital educational technologies into the process of professional training of future primary school teachers in today's conditions. The specifics of using digital educational technologies in the learning process of the student academic community are emphasized. It proposes types of digital educational technologies that are appropriate for use in the learning process for future primary school teachers, namely: information processing technologies, database technologies, multimedia technologies, network (telecommunications) technologies, geoinformation technologies, computer modeling and experimentation technologies. Conclusions. The proposed analysis of the level of use of CET in the professional training of future primary school teachers is confirmed by the high level of interest of higher education applicants in the outlined problem. The conducted research shows that the integration of CET into the process of training future primary school teachers is not only a requirement of the present, but also a fundamental factor in the transformation of pedagogical interaction. It was established that the proposed CET groups allow students to create interactive content for an innovative educational environment. Keywords: digital educational technologies, training of future primary school teachers, digital educational content

Purpose of research. The purpose of the paper is to describe the possibilities of including tasks for the design, development, use and experimental evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science for the development of their subject-methodical readiness. The formation and development of subject-methodical readiness is the main goal of professional training of future lecturers at a pedagogical university. The process of creating “inverted” educational resources requires from their author quite serious subject and methodological training. Potentially, the inclusion of tasks for the design, development, expertise, practical use and evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science can create conditions conducive to the formation of competencies of future teachers to create a comprehensive educational process in a digital environment. Since, on the one hand, in such didactic means, the educational content should be presented systematized and structured, have logic and hierarchical connections. On the other hand, the problematic issues included in the resources should reflect specific subject educational results in accordance with a given taxonomic model in the curriculum.Materials and methods. Based on the analysis of theoretical and methodological sources, the article substantiates the relevance of the problem of finding new ways and means of implementing additional subject training in mathematics and computer science for both schoolchildren and future teachers in the context of digitalization of education. The analysis of examples of “inverted” educational resources, which are the results of the implementation of project tasks by undergraduate students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev, is presented. Through theoretical and methodological substantiation, the main possibilities of including tasks for working with such resources at different stages of professional training of future teachers of mathematics and computer science at a pedagogical university are synthesized.Results. In this study, the problems related to the possibility of including “inverted” educational resources as digital didactic tools in the training programs of future teachers of mathematics and computer science were updated. The authors’ position on the issue of the purpose of such teaching tools in the context of the digitalization of education is presented and substantiated. Examples of the results of the implementation of project tasks by senior students during the 2021-2022 academic year were demonstrated. The key didactic and information technology features, possible tools for creating “inverted” educational resources are given. The definition of the subject-methodical readiness of the future teacher of mathematics and computer science as an essential component of professional readiness is concretized. The possibilities of strengthening subject-methodical training by including tasks for work with “inverted” educational resources are described: analytical – in junior courses when mastering disciplines related to the use of digital technologies in education; project – in the middle courses when mastering methodological disciplines; experimental and expert - in the senior courses when passing industrial (pedagogical) practice and mastering the final disciplines of the professional educational program of higher pedagogical education.Conclusion. On a final note, the results and conclusions obtained in the paper are summarized; the key positions of the authors on the inclusion of “inverted” educational resources in the professional training of future teachers of mathematics and computer science are given. The materials of the article may be of interest to lecturers of pedagogical universities who train future teachers, representatives of schools cooperating with organizations of higher pedagogical education, researchers in the field of digitalization and digital transformation of education.

The rapid growth of the new educational technologies and the ability to work with them under the conditions of innovative technologies require a professional approach and a detailed analysis of the educational process. Modernization of higher education is inevitable. The authors of the article examine the prerequisites and trends of global digitalization of education, discuss various aspects of digitalization of higher education as an organizational and pedagogical condition to enhance the quality of education. The article highlights issues how to improve the digital competence of specialists who use innovative training technologies, and to raise their qualifications under modern conditions. Digital competencies of subjects of the educational process have been formed using innovative teaching methods. The use of digital tools at higher education institutions has been studied in the context of distance learning, and the ways to solve them. There are considered the problems of spreading the digital technologies, and widespread use of the information communication (digital) technologies in education. There are identified the main directions of development of the digital educational technologies, which will help expand the capabilities of the traditional learning models, based on the creation of a unified digital educational space. This is the main purpose of this article. The basis of the research is theoretical (comparative analysis of scientific, methodological and pedagogical literature) and empirical (observation, analysis and generalization of pedagogical learning experience) methods. During the pedagogical experiment there were identified the advantages and challenges for the teachers of using the digital technologies in the educational process of higher education in Ukraine. It has been confirmed that the digitalization of the educational environment transforms the motivational value sphere, expanding the boundaries of possibilities to communicate.

The article "The use of online platforms and digital technologies in the system of higher education of the Republic of Kazakhstan" considers the topical issue of using online platforms and digital technologies in the educational process in Kazakhstan. This paper provides an overview of existing national and international projects aimed at developing online education in Kazakhstan. Also shown are the results of a study on students' perception of the possibilities of online education and the level of their readiness to use digital technologies in the educational process, the advantages and disadvantages of online education and digital technologies are considered, recommendations for improving the quality of education when using these technologies in higher education of the Republic of Kazakhstan. The purpose of this article is to study the use of online platforms and digital technologies in the higher education system of the Republic of Kazakhstan. To achieve the purpose, an analysis of scientific publications was carried out, a review of world research, also conducted a survey and interviews among students, teachers and ICT experts of Baishev University and Aktobe Regional University named after K. Zhubanov. The results of the study show that the use of online platforms and digital technologies in higher education of the Republic of Kazakhstan has great potential to improve the quality of education and expand the accessibility of education. However, to use these technologies effectively, barriers must be removed and problems that may limit their effectiveness must be addressed. In general, the article presents scientific findings that can help improve the use of online platforms and digital technologies in higher education in the Republic of Kazakhstan.

The article considers the importance of using modern technical means, which significantly improves the learning process. Ways to solve the problem of using modern information and communication technologies at various stages of the future teacher's professional activity are outlined. The subject specifics of the future teacher's professional activity make it possible to use modern communication tools at various stages of project implementation, combining technical tools with the latest educational technologies. Methodological features of ICT application during information search, project development, its assessment and self-assessment are highlighted. Variants of the appropriate use of publicly available computer programs and means of communication are offered in order to increase the professionalism of project implementation, optimize feedback between the teacher and subjects of study, and an innovative approach in the performance of complex tasks. It has been proven that the training of future teachers is effective on the basis of ICT (programming languages, ready-made software products, the Microsoft Office program package, cloud services, Internet resources, WEB-site), implemented in the educational process of special and psychological-pedagogical disciplines. The task of implementing ICT is to make the use of these technologies common and familiar in the activity of the teacher and become an integral, organic part of any lesson. At the same time, digital technologies also help in the implementation of scientific research work and guide students to practical activities. The results of the analysis of professional education in Ukraine and European countries show that digital educational technologies are the basis of the training of modern future teachers. The article notes that the process of personality development of the future teacher and his professional thinking increases the level of professional maturity, so he needs to realize the importance of using digital educational resources in his work.

The article discusses the current problem of integration of subjects and the use of digital technologies in education. Particular attention is paid to the role of the digital teacher in a modern school and the opportunities that open up through the integration of various subjects through the use of digital tools. The author describes the advantages and challenges of modern education associated with the integration of subjects and the use of digital technologies, and offers practical recommendations for teachers and educational institutions. Included the following key points: 1. Introduction to the issue: Discussion of the relevance of integrating subject content and digital technologies in modern education. 2. Goals and objectives: Definition of the main goals of integration and tasks that must be solved for the effective combination of subjects and digital tools. 3. Methods and approaches: Analysis of various methods and approaches to integration, including interdisciplinary connections and the use of digital platforms for learning. 4. The role of the digital teacher: Consideration of the new role of the teacher in the context of digitalization of education and the necessary competencies for working in an integrated educational environment. 5. Examples and practices: Description of successful examples of integration of subjects using digital technologies in practice. 6. Problems and prospects: Identification of possible difficulties and problems faced by teachers and students, as well as prospects for the development of integration in the future. 7. Conclusion: Summing up the research, conclusions about the significance and effectiveness of the integration of subjects and digital technologies in the educational process. This abstract provides a summary of the main points of the article and can serve as a starting point for a more in-depth study of the topic.

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

Integrating digital technologies (DT) in education has become a key factor in enhancing student learning outcomes, particularly in science education. This study investigates the predominant strategies employed in the university training of future chemistry and biology teachers to develop their digital competencies for classroom application. Using the Synthesize Qualitative Data (SQD) model, the research examines six key strategies: role model, reflection, instructional design, peer collaboration, authentic technology experiences, and continuous feedback. A triangulated methodology including surveys, interviews, and classroom observations was applied to assess university educators’ approaches and their alignment with actual teaching practices at Sofia University St. Kliment Ohridski, the largest Bulgarian teacher training institution. The findings reveal that the role model and feedback emerge as the most widely employed strategies, while authentic technology experiences remain underutilized, likely due to the insufficient number of hours allocated for pre-graduation practice and internships, where future teachers could apply DT in real (authentic) school settings. The study highlights the need for curricular adaptations to enhance the digital competencies of future science teachers, ensuring they are equipped to integrate DT effectively into the school environment. The results provide a foundation for improving teacher education programmes and aligning pedagogical activities and practices with current technological advancements.

Digital technologies are a complete social fact, covering all aspects of human activity, including economic, administrative, social and political contexts. The education system is no exception. However, questions remain about the optimal implementation of digital technologies in school and higher education. The purpose of this study is to analyse the potential for adapting curricula to the requirements of the modern digital society in Ukraine. The study used the Web of Science, Google Scholar and Scopus databases to search for relevant literature. The criteria for selecting literature included publications that were published in periodicals over the past 5 years and contained keywords related to the chosen research topic. The search algorithm involved entering keywords into the search bar of each database, filtering the results according to the specified criteria, and analysing the titles and abstracts to further select relevant studies. To analyse the data, SPSS (Statistical Package for the Social Sciences) software was used for statistical analysis of the survey results. Correlation and regression analysis methods were also used to establish relationships between various factors. Reliability and validity of the methods were verified by testing the instruments on a small pilot group before the large-scale study. The results of the study showed that the real value of digital technologies is gradually becoming a subject of debate, but remains little known and difficult to generalise. Questions about the presence of digital technologies in education cause concern and sometimes opposition both among the educational community and in public discourse. In addition, defining the future competences expected of teachers is a complex task. It is likely that they will increasingly focus on collaboration, communication, critical thinking and creativity. Thus, developing adaptability and adapting curricula to digital trends remains the main preparation for future challenges. Despite the growing prevalence of digital tools, there are significant differences in equipment, network access and digital skills among the population. Consequently, there is a significant gap between personal use of digital tools and their school, university and professional use.

Rapidly developing digital technology has also entered educational settings. Teachers play a crucial role in using digital technology in education. This study aims to examine preschool teachers' views on using digital technology in early childhood learning settings in Turkey (N=43). Data were obtained qualitatively through closed and open-ended interview questions from teachers working in 16 different provinces of Turkey. Data were collected online with a semi-structured interview form. In the study, teachers' views on using digital technology in their homes and classrooms and the role of digital technology in preschool education were evaluated. The data obtained through the interview were analyzed by inductive analysis. As a result of the study, it was found that teachers possessed web-based technologies, and they mostly used smartphone applications (97.7%). On the other hand, they used digital technology less in their classrooms (48.8%); teachers generally used digital technology with their devices, such as smartphones. The findings on the use of digital technology in preschool education revealed that teachers grouped digital technology applications under four themes, teacher, education, program, and family involvement. Regarding teachers' views, the pros of digital technology are: it makes it easier to do their job (46.5%), facilitates learning in education (39.5%), facilitates the transfer of gains (41.9%), and facilitates communication with family (34.9%). On the other hand, teachers' views revealed some negativities regarding digital technology. In the 21st century, where digital technology has become an indispensable element, it is considered necessary to provide children with the skills to use digital technology. Therefore the positive aspects of digital technology in education declared in teachers' statements are an important result of the research.

Varieties of digital practices have increasingly become part of people’s everyday lives and people, in general, use these communicative practices on a daily basis, mostly for social and entertaining purposes. As to higher education, researchers have pointed out that digital technology could be a useful tool in how to learn more effectively, if it is based on the abilities that students bring with them into higher education from their everyday life (for example, Buzzard et. al., 2011). In this case study, we explore the issue of students' digital practices in everyday life as well as in higher education, in a teacher training programme at a Swedish University. The aim is two-fold: on the one hand, to provide knowledge regarding students' everyday experiences of digital practices and the ways in which these are utilised in higher education; on the other hand, to contribute to the understanding of the ways in which higher education contributes to challenging and developing students' digital skills. Twenty-nine students from teacher training programmes participated in the study by answering a questionnaire. The results show that the students’ digital habits are not being used or acknowledged in higher education, except for when it comes to their Teacher Training Practice (TTP). Furthermore, the results also show that higher education contributes to students’ digital skills. This, we argue, could be of interest for teachers and researchers in teacher training programmes and for teachers in primary to tertiary education, in developing education activities with digital technology based on pupils’ and students’ digital habits. We can also see that the study can inspire other teachers in higher education, where the idea of using students’ digital habits perhaps is not yet taken into consideration.

The question of the effectiveness of using digital technologies in teaching languages ​​in higher education is very important for modern education. On the one hand, learning a language traditionally involves the use of special exercises to consolidate skills, written assignments, and work on developing students' speech. On the other hand, without the use of information and communication technologies, the modern educational process is impossible. The article discusses the use of digital technologies in teaching Russian and English languages and analyzes the impact of such technologies on language learning. Particular attention is paid to modern methods of integrating information and communication technologies into the educational process, including online platforms, interactive applications, virtual classrooms, and bots. The advantages of using digital tools to develop reading, writing, speaking, and listening skills are analyzed. Examples of successful implementation of digital technologies in language teaching are given, and pedagogical approaches that help increase students' motivation and academic performance are discussed. Digital technologies represent a promising means for improving the effectiveness of language teaching, provided that they are used rationally. The study and its results clearly show that the educational process of philological disciplines should keep up with the times.

In the context of active digitalization of education, the effective integration of digital technologies into the educational process of medical universities is of particular importance. This article examines the opportunities and risks associated with the use of digital tools in the educational environment of students studying clinical disciplines. The aim of the study is to assess the impact of digital technologies on students' learning engagement and activity when using interactive teaching methods. The research was conducted during the 2024–2025 academic year at the Department of Clinical Disciplines No. 3 of the International Medical Faculty of Osh State University. The pedagogical experiment involved 70 fifth-year students and 3 instructors teaching the "Family Medicine" course. The study employed virtual clinical cases, collaborative digital platforms, as well as testing and reflective digital environments. The article presents both successful examples of digital technology integration and potential negative consequences of their excessive use, including their impact on students' psycho-emotional well-being. Special attention is given to issues of digital hygiene and the responsible use of devices. The conclusions include practical recommendations for students and educators aimed at enhancing the effectiveness and minimizing the risks of using digital technologies in medical education.

O presente trabalho aborda uma revisão de literatura realizada na base de dados do portal de periódicos da CAPES, com o intuito de analisar o que tem sido produzido e publicado nos últimos cinco anos sobre mídia e tecnologias digitais no ensino da Educação Física. Os dados dos 21 artigos selecionados para análise foram ordenados por particularidades e características (Bardin, 1977). O texto foi organizado a partir de três categorias de análise, agrupadas por temas comuns, quais sejam: formação de professores (inicial e continuada); propostas pedagógicas e prática docente; tecnologias digitais, educação física escolar e ensino remoto emergencial. Destaca-se que o trabalho com mídias e tecnologias digitais demanda metodologias específicas, que levem em consideração novas maneiras de ensinar e de aprender. Uma tendência identificada no ensino da Educação Física foi a predominância dos jogos eletrônicos digitais. A maioria das propostas pedagógicas analisadas foram dedicadas à percepção e ao uso dos também denominados exergames. Destaca-se ainda a necessidade de investimentos na formação docente para que as/os professores/as possam fazer bons usos das tecnologias e viabilizar boas práticas de ensino da Educação Física nas escolas.

This study examines the multifaceted aspects of using digital technology in Chinese primary mathematics education through qualitative analysis. Participants included eight primary mathematics teachers and five vice-principals from four primary schools in Chongqing. Through in-depth interviews with these teachers and leaders, the research uncovers a complex interplay of internal and external influences on technology use. These influences range from individual attitudes and teachers' pedagogical beliefs to systemic factors like infrastructure and resource access. Based on these findings, the study proposes the Technological Pedagogical Readiness framework (TPR), which encapsulates the intricate interplay of these factors. The framework advocates for a balanced consideration of internal influences, such as Technological Pedagogical Content Knowledge (TPACK) and attitudes towards technology integration, and external influences, including educational environment, teacher professional development, educational challenges, students’ technology literacy and parental and community involvement. This framework, developed from the analysis, represents an initial step towards a more comprehensive model for using digital technology in education. It informs theoretical discussions and practical applications, providing a foundation for future curriculum development, teacher training initiatives, and policy considerations. The study's approach to proposing this framework reflects its developmental nature and underscores the need for further empirical validation. This research aims to inspire continued exploration into practical strategies for enhancing mathematics teaching and learning in the digital era by contributing a novel perspective to the ongoing dialogue on digital technology in education.