Interactive Technologies in Developing the Pedagogical Design Competence of Future Primary School Teachers

Abstract

The potential of interactive technologies as a means of developing the pedagogical design competence of future primary school teachers is examined. The relevance of the study stems from the need to move from the episodic use of active techniques to a learning process in which students analyze a pedagogical situation, define goals and expected outcomes, select content, methods, and assessment tools, create a design product, and improve it through feedback. The study aims to substantiate the functional relationship between interactive learning formats and the components of pedagogical design competence. The methods included theoretical analysis, pedagogical observation, questionnaires, interviews, analysis of educational documentation, and synthesis of the experience of teachers from two institutes of the Jusup Balasagyn Kyrgyz National University in the 2025‒2026 academic year. The empirical materials were interpreted qualitatively and were not used to claim a statistically proven effect. Discussion seminars, cases, mini-projects, digital polls, collaborative online boards, portfolios, peer assessment, and reflective practices were found to produce a competence-oriented result only when embedded in the sequence: situation analysis, design decision, trial implementation, feedback, and redesign. A functional matrix is proposed that links interactive technologies with the motivational-value, cognitive-analytical-design, operational-technological, communicative-cooperative, and reflective-evaluative components of competence. The enabling conditions include staged task complexity, professional contextualization, student choice and autonomy, digital support, criteria-based assessment, and mandatory improvement of the design product. The results can inform the design of university courses and teaching practices for future primary school teachers.