Integration of digital educational technologies into the professional training of future primary school teachers

author: Maksym Borysonok

 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.

References:

  1. Borysonok, M 2022, ‘Vzaiemozviazok informatsiino-komunikatsiinykh ta tsyfrovykh osvitnikh tekhnolohii u protsesi pidhotovky maibutnikh uchyteliv pochatkovoi shkoly (The relationship between information and communication and digital educational technologies in the process of training future primary school teachers)’, Aktualni pytannia humanitarnykh nauk: Mizhvuzivskyi zbirnyk naukovykh prats molodykh vchenykh Drohobytskoho derzhavnoho pedahohichnoho universytetu imeni Ivana Franka, 58, s. 229–235. Available from : <http://www.aphn-journal.in.ua/archive/58_2022/part_1/36.pdf. 27>. [6 November 2025].
  2. Borysonok, M 2023, ‘Zmist fakhovoi pidhotovky maibutnikh uchyteliv pochatkovoi shkoly do vykorystannia tsyfrovykh osvitnikh tekhnolohii (The content of professional training of future primary school teachers for the use of digital educational technologies)’, Osvitno-naukovyi prostir : nauk. zhurnal. Ukrainskoho derzhavnoho universytetu imeni Mykhaila Drahomanova, 5, s. 53–60. Available from : <https://ess.npu.edu.ua/index.php/ess/article/view/65/66>. [6 November 2025].
  3. Vasiutina, T, Borysonok, M. & Lidich, A 2023, Tsyfrovi osvitni tekhnolohii v roboti vchytelia pochatkovoi shkoly. Navchalno-metodychnyi posibnyk dlia studentiv spetsialnosti 013 “Pochatkova osvita” (Digital educational technologies in the work of a primary school teacher. Teaching and methodological manual for students of the specialty 013 “Primary education”). Kyiv: UDU imeni Mykhaila Drahomanova – elektronne vydannia, 69s. Available from : <https://enpuir.npu.edu.ua/handle/123456789/43202>. [6 November 2025].
  4. Henseruk, H 2019, ‘Tsyfrova kompetentnist yak odna iz profesiino znachushchykh kompetentnostei maibutnikh uchyteliv (Digital competence as one of the professionally significant competencies of future teachers)’, Open educational e-environment of modern University, № 6, s. 8-16.
  5. Hrynko, V 2018, ‘Proektuvannia tsyfrovykh osvitnikh resursiv zasobamy tsyfrovykh tekhnolohii (Designing digital educational resources using digital technologies)’, Vytoky pedahohichnoi maisternosti, Vyp. 22, s. 58–63.
  6. Yevropeiskoi ramky tsyfrovoi kompetentnosti osvitian (DigCompEdu) (European Digital Competence Framework for Educators (DigCompEdu)). Available from : <https://joint-research-centre.ec.europa.eu/digcompedu_en>. [6 November 2025].
  7. Pometun, O 2020, Nova ukrainska shkola : rozvytok krytychnoho myslennia uchniv pochatkovoi shkoly (New Ukrainian School: Development of Critical Thinking of Primary School Students) : navch. - metod. posib. Kyiv : Vydavnychyi dim “Osvita”. Available from : <https://bit.ly/3oZ8JV1> [6 November 2025].
  8. Sahan, O & Lazaruk, V 2020, ‘Transformatsii osvitnikh tekhnolohii na osnovi pryntsypiv tsyfrovoi dydaktyky (Transformations of Educational Technologies Based on the Principles of Digital Didactics)’, Naukovyi visnyk Khersonskoho derzhavnoho universytetu. Seriia: Pedahohichni nauky. 2020, Vyp. 92. s. 115–122. Available from : <https://doi.org/10.32999/ksu2413-1865/2020-92-15>. [6 November 2025].
  9. Spivakovskyi, O 2014, ‘Pobudova IKT infrastruktury VNZ: problemy ta shliakhy vyrishennia (Building ICT Infrastructure of Higher Education Institutions: Problems and Solutions)’, Informatsiini tekhnolohii i zasoby navchannia, T. 39, vyp. 1, Kyiv, s. 99–116. Available from : <http://nbuv.gov.ua/UJRN/ITZN_2014_39_1_11>. [6 November 2025].
  10. Spirin O 2009, ‘Informatsiino-komunikatsiini ta informatychni kompetentnosti yak komponenty systemy profesiino-spetsializovanykh kompetentnostei vchytelia informatyky (Information and communication and computer skills as components of the system of professionally specialized competencies of a computer science teacher)’, Informatsiini tekhnolohii i zasoby navchannia, № 5(13). Available from : <http://journal.iitta.gov.ua/index.php/itlt/article/view/183/169>. [6 November 2025].
  11. Tsiuniak, O 2020, Systema profesiinoi pidhotovky maibutnikh mahistriv pochatkovoi osvity do innovatsiinoi diialnosti (System of professional training of future masters of primary education for innovative activities). Dysertatsiia doktora nauk. Instytut pedahohichnoi osvity i osvity doroslykh NAPN Ukrainy. Available from : <https://ipood.com.ua/data/avtoreferaty_i_dysertatsii/2020/Disser_Tsiuniak_pas.pdf>. [6 November 2025].

 P1